Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 10
UNIT: ENVIRONM ENTAL BIOLOGY
TOPIC: CORAL REEF ECOSYSTEM S
LEARNER OUTCOM ES
CONTENT
Construct field equipment and use Field sampling techniques and
them in an ecosystem.
equipment: quadrats – a square frame
(metal, plastic or wooden) usually
0.5m2 or 1 m2, line transects, belt
transects; capture techniques for
mobile animals – sweep nets; simple
fish traps (small fish); pitfall traps.
ACTIVITIES
· Make quadrat to survey
·
·
·
Identify the locations of coral reefs
on a map of the world and a map
of The Bahamas,
w
w
Show the relationship between
locations of coral reefs and abiotic
factors which are needed for coral
reefs to thrive.
Describe a coral polyp.
organisms in an aquatic,
coastal or terrestrial
ecosystem.
Make a fish trap (bottle) to
capture fish in a rocky shore,
sandy beach or sea grass.
Make nets or traps to sample
small invertebrates in a
terrestrial ecosystem.
Make a line transect.
Indicate the locations of major
coral reefs on a map of the
world. ,
Indicate the locations of major
coral reefs on a map of the
world.
Found in tropical waters that are:
w Note temperature and depth of
shallow (do not exceed depths of 50water next to coral reefs.
70m); warm (23-25ºC OR 70-85ºF); · Use the maps to explain the
clear; clean; sunlit
relationship between locations
of coral reefs and abiotic
factors which are needed for
coral reefs to thrive.
Coral polyps are coelenterates, hollow Make an annotated
bodied, tentacles, mouth, stinging
drawing/chart of a coral polyp
cells, prey; coral polyps have
showing its structures and the
symbiotic microscopic algae called
functions of those structures.
zooxanthellae.
RESOURCES
Meter rules; string; quadrats (pvc
pipe; wooded slats); fish trap - 12 oz
or bigger plastic bottles, scissors,
duct tape; poles; clip boards; jam
jars;
www.breef.org
Compiled Documents – BREEF
Marine Conservation Workshop
Blank world maps and maps of the
Bahamas, crayon pencils, maps with
locations of coral reefs (Bahamas
National Trust – Coral Reef
Handbook)
DURATION: 5 lessons
METHOD OF ASSESSMENT
Rubric used to evaluate
construction of field equipment.
Correct use of field equipment on
or near school grounds.
Correct labeling of maps and
abiotic factors identified.
Abiotic factors correctly indicated.
Rubrics for assessing oral
presentation with relationship
clearly shown.
Rubrics for assessing visual aids.
1
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 10
UNIT: ENVIRONM ENTAL BIOLOGY
TOPIC: CORAL REEF ECOSYSTEM S
LEARNER OUTCOM ES
CONTENT
ACTIVITIES
Explain the role of coral polyps
Colonies of coral polyps form coral
Creatively display reef building
and other organisms in coral reef reefs. Coral polyps secrete a calcium
organisms using photos, drawings
formation.
carbonate (limestone) skeleton; coralline etc
algae, trap and stick sand together and
stabilize the reef. Hard corals build
reefs, soft corals do not.
RESOURCES
Reef identification cards; booklets
DURATION: 5 lessons
METHOD OF ASSESSMENT
Rubrics for assessing visual aids
Identify hard and soft coral
found locally.
Hard corals: Acropora cervocornis
(staghorn coral); Acropora plamata
(elkhorn coral); brain coral; Soft corals
sea fans, sea whips.
Make a key identifying and
locating hard and soft coral on
pictures or diagrams of a
Bahamian reef.
Diagrams or photographs showing
flora and fauna of a Bahamian
reef.
Correctly identifies and
distinguishes between soft and
hard corals using an appropriate
key.
Create a news article explaining
the benefits of coral reefs.
Coral reefs important for: providing
spawning, nursery, shelter and feeding
areas for a large variety of organisms
(biodiversity);storm protection –
minimize wave impact; fisheries; sand
production; tourism – way to earn
foreign currency and provide jobs;
medical advances/pharmaceuticals
(video, audio or print)
Prepare a news article explaining
the importance of coral reefs. The
article could be prepared for print
or electronic media.
Pamphlets from governmental and
non-governmental environmental
agencies
Bahamas Reef Environment
Education Foundation (BREEF)
www.breef.org; Abaco Friends of
the Environment,
www.friendsoftheenvironment.org
; The Nature Conservancy
http://www.nature.org/wherewewo
rk/caribbean/bahamas/
Bahamas National Trust
www.bnt.bs
The Bahamas Environment
Science and Technology
Commission (BEST) www.best.bs
www.reefmonitor.org
Rubric for assessing a
presentation (number of points
supporting its importance,
logical and well-sequenced
argument).
2
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 10
UNIT: ENVIRONM ENTAL BIOLOGY
TOPIC: CORAL REEF ECOSYSTEM S
LEARNER OUTCOM ES
CONTENT
Explain the role of zooxanthellae. Zooxanthellae are algae living inside
coral for protection and access to light.
Coral polyps make use of
carbohydrates and oxygen the algae
make as a result of photosynthesis.
Zooxanthellae also help with the
corals ability to make their limestone
skeleton. Pigments in algae give coral
its colour.
Construct a coral food web
Producers - phytoplankton;
showing producers, primary,
zooxanthellae; coralline algae;
secondary and tertiary consumers. calcareous algae e.g. Halimeda
produces 50% Caribbean beach sand;
sea weeds (macroalgae); sea grasses.
Primary consumers – zooplankton;
tube worms; conch; sea urchins;
herbivorous reef fish – damselfish,
parrot fish. Secondary and tertiary
consumers - coral polyps; sponges; sea
anemone; carnivorous reef fish –
butterfly fish, puffer fish, grouper,
eels, sharks, barracudas
Identify the adaptations of reef fish Body plan/shape adaptations:
to their environment.
fusiform; laterally compressed;
ribbon/snake-like; sphere, color
patterns: camouflage; disruptive
coloration; counter-shading;
advertising; deceiving
ACTIVITIES
· Compare photographs of
bleached coral and healthy
coral.
· Describe what would happen
if the zooxanthellae did not
return to the polyp tissues.
· Design a concept map to show
the role of zooxanthellae in
coral reefs.
Construct a coral food web
showing producers, primary,
secondary and tertiary
consumers.
· Match various reef fish to
given shapes and state the
advantage of each shape.
· Make a poster or 3-D model
of a reef highlighting 3 or
more adaptations.
Record in a creative manner
the adaptations of reef fish to
the environment.
RESOURCES
Internet, magazines, photographs
DURATION: 5 lessons
METHOD OF ASSESSMENT
· Comparison of bleached and
healthy coral.
· Scoring rubric for assessing
visual aids
Treasures in the sea – An Educator’s
guide to Teaching Marine
Biodiversity; Bahamas National Trust
& American Museum of Natural
History
Wondrous West Indian Wetlands - A
resource Book on Caribbean Wetlands
for teachers and other Educators
Compiled Documents – BREEF
Marine Conservation Workshop
Internet sources
· Scoring rubric assessing
content and presentation
· Multiple choice and structured
questions
Reef identification cards; reef guides; · Shapes of fish correctly
internet video clips, paper;
identified and described.
paints/coloring pencils; worksheets;
photographs; glue etc.
· Rubric for assessing
Treasures in the sea – An Educator’s
poster/model
guide to Teaching Marine Biodiversity
Pisces Guide to Caribbean Reef
· Rubric for assessing
Ecology - William S. Alevizon
adaptations to the
BREEF website
environment.
3
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 10
UNIT: ENVIRONM ENTAL BIOLOGY
TOPIC: CORAL REEF ECOSYSTEM S
LEARNER OUTCOM ES
CONTENT
Research natural and man-made
Over-fishing – including the use of
threats to coral reefs.
damaging fishing practices e.g.
dynamite, chlorine bleach; rising
levels of CO2; ship groundings;
sewage; marine debris; sediments from poor land use, deforestation, and
dredging; coastal development; global
climate change; coral bleaching caused by elevated sea surface
temperatures due to global climate
change; diseases, plagues and
invasive species; indirect human
impact - rising poverty, increasing
populations, poor capacity for
management and lack of resources
lack of political will, and oceans
governance.
ACTIVITIES
Utilize information to create a
fact sheet by collating
information on threats to coral
reefs
environmental agencies based
The Bahamas.
DURATION: 5 lessons
RESOURCES
METHOD OF ASSESSMENT
http://www.reefrelief.org/reef.shtml Use scoring rubric to assess fact
Reef protection pamphlets (Bahamas sheet.
National Trust, Ministry of
Agriculture and Fisheries, BREEF
etc.)
Treasures in the sea – An Educator’s
guide to Teaching Marine
Biodiversity, Wondrous West Indian
Wetlands; BREEF Marine
Conservation Workshop
Internet sources
4
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 10
UNIT: ENVIRONMENTAL BIOLOGY
TOPIC: MANGROVE ECOSYSTEM S
LEARNER OUTCOM ES
CONTENT
1
Compare and contrast the
Mangroves are flowering plants
features/adaptations of the three
(angiosperms) adapted to the interface
types of mangroves and the
between land and sea where it is sheltered
Buttonwood found in The
from high wave action, endure a highly
Bahamas.
dynamic, low oxygen environment, cope
with high salinity; grow most extensively
in muddy sediments. Often distinctly
zoned, but may include large stands of
only one or two species.
Conduct a field study of a
mangrove ecosystem.
DURATION: 5 lessons (including 1 field trip)
ACTIVITIES
RESOURCES
METHOD OF ASSESSMENT
Construct a table that compares
Fresh samples of mangroves
Number of similarities and
habitat (i.e. substrate), roots,
and/or pictures/photographs of
differences cited.
leaves (appearance and position), mangroves
outward appearance of bark,
Wondrous West Indian Wetlands
flowers and fruits of red, white, Teacher’s Resource Book
and black mangroves, and
buttonwood
· Virtual field trip or field trip
to mangrove· Use pictures and written
descriptions to make field ID
cards. Place each card in a
Ziploc plastic bag or laminate.
· Classify organisms according
to phylum.
· Use a picture-graph to show
the relative abundance of
organisms in each phylum
represented.
Identify the biotic and abiotic
factors in a mangrove ecosystem.
1
w Identify the biotic and abiotic
factors in the environment
w Record flora and fauna using
drawings (form above field
trip)
Wondrous West Indian Wetlands – Rubric for assessing
Mangroves of the Caribbean- An
participation in field exercise.
identification Guide; Teacher’s
Resource Book; digital cameras;
field guides; rulers; pencils;
buckets; binoculars ; ziplock bags;
index cards
Graph showing collected data.
Worksheet
Correct identification of biotic
and abiotic factors.
http://www.mesa.edu.au/cams/module1/readings02.htm - tidal
5
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 10
UNIT: ENVIRONM ENTAL BIOLOGY
TOPIC: MANGROVE ECOSYSTEM S
LEARNER OUTCOM ES
CONTENT
Illustrate the flow of energy
Bacteria and fungi breakdown litter to
through a mangrove food web.
form a food source for small
invertebrates which, in turn, are fed on
by higher carnivores. Mangroves basis
of complex detrital food web
supporting fish, crustaceans, molluscs
and birds.
Explain the adaptations of the
three types of mangroves and
Buttonwood to the conditions in
which they live.
Explain the role of mangroves in
land-building.
Predict how energy distribution
and energy use will be altered
through changes in the food web.
Roots, leaves (size, shape, surface),
fruit
Succession of mangroves.
ACTIVITIES
Construct a mangrove food web
using data collected from field
survey and other resources.
Create a visual aid showing the
structural features along with an
explanation of the feature as an
adaptation.
w Relate the type of mangrove
found to the abiotic conditions
in an imaginary transect from
the sea inward to inland.
w Make a sketch showing the
profile of mangrove types
from the sea to inland.
Predict how energy distribution
and energy use will be altered
through changes in the food web.
DURATION: 5 lessons (including 1 field trip)
RESOURCES
METHOD OF ASSESSMENT
http://www.reef.org/resources/galleri Food web.
es/caribbean
Wondrous West Indian Wetlands
Teacher’s Resource Book pp 63-67;
Treasures in the sea
BREEF Marine Conservation
Workshop
other Internet sources
Rubric for assessing visual aid.
Oral presentation and sketch.
Plausibility of predictions with
reasons given.
6
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 10
UNIT: ENVIRONM ENTAL BIOLOGY
TOPIC: MANGROVE ECOSYSTEM S
LEARNER OUTCOM ES
CONTENT
Research the importance of
Mangroves act as barrier to erosion
mangrove ecosystems.
waves, help protect against and tides
and storm surge; prevent of salt
intrusion onto land; stabilization of
sediment deposits; habitat for
commercial and recreational fisheries
resources; nursery or breeding habitat
for important commercial and
recreational offshore fisheries
resources (e.g. spiny lobster); silt
trapping; filter land based pollutants;
in Bahamas mangroves relatively
easily accessible and therefore of high
environmental education value.
Research the natural and manUrban development, pollution, storms,
made threats to mangrove
climate change, invasive species.
ecosystems.
ACTIVITIES
· Participate in a debate on
mangroves wetlands versus
wastelands.
· Prepare a brochure or
multimedia presentation
highlighting the importance of
mangrove ecosystems.
· Create a song, poem, rap or
infomercial that promotes the
awareness of the threats of
mangrove ecosystems.
· Class field trip to a mangrove
ecosystem. Identify and
record (using a table) threats
observed.
RESOURCES
Treasures in the sea; Wondrous
West Indian Wetlands; BREEF
Marine Conservation Workshop
Internet sources
Craft materials, media equipment
DURATION: 5 lessons
METHOD OF ASSESSMENT
· Rubric for assessing debate/oral
presentation.
· Use scoring rubric to asses
brochure/multimedia
presentation
Treasures in the sea; Wondrous
· Use scoring rubric to assess
West Indian Wetlands; BREEF
song, poem, rap or infomercial.
Marine Conservation website;
Bahamas Environmental Protection
Manual; Pamphlets Fact Sheets from
Ministry of Environment; Bahamas
National Trusty and other
· Correctly identified threats
Environmental Groups operating in
recorded in suitable table.
the Bahamas
Internet sources
7
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 10
UNIT: ENVIRONM ENTAL BIOLOGY
TOPIC: ROCKY SHORES ECOSYSTEM S
LEARNER OUTCOMES
CONTENT
Conduct field studies of a rocky
Environmental conditions include –
shoreline.
exposure to strong light; heat; wind
action; wave action; tides; rain; hard
substrate; exposure to predators.
Colour and wave height of sea.
Divided into distinct zones: Splash,
High Tide, Mid Tide/Inter-tidal, Low
Tide Zone. Tide Pools.
Surface of substrate, cliffs, blowholes,
rock pools
Measure temperature and wind
speed.
Use tools and equipment to gather
data.
Collect and record data.
Quadrats, line transects, measuring
tape
DURATION: 6 lessons (including 2 field trips)
ACTIVITIES
RESOURCES
METHOD OF ASSESSMENT
· Observe the abiotic features of Paper, pencils, camera, field guide,
Number and level of details of
the rocky shore.
quadrat, tape measure, rope, string,
observations
meter rules, poles
Caribbean Biology - An Integrated
Approach; Marine Life of the
· Identify four zones.
Caribbean 2nd Ed – Alick Jones &
Nancy Sefton; Making a Quadrat –
BREEF Marine Conservation
· Observe special features of
Workshop
the substrate.
Measure temperature (air, rock
Thermometers, string, rope,
Accuracy of measurements, clarity
surface, water), wind direction
anemometer, wind vane.
of recording measurements.
and wind speed (at 3 points
along the transect).
· Use quadrats to survey sessile Quadrat, tape measure, rope, string,
Rubric for use of equipment.
organisms.
meter rules, poles
· Use quadrats, line or belt
transects to observe and
record the distribution of
plants.
· Identify (names or key) the
Tally counter, clipboard
Clarity in recording of data
organisms found in quadrat
and transect studies.
· Count and record the number
of each type of organism
found in quadrat and transect
studies.
8
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 10
UNIT: ENVIRONM ENTAL BIOLOGY
TOPIC: ROCKY SHORE ECOSYSTEM S
LEARNER OUTCOM ES
CONTENT
ACTIVITIES
Identify key organisms found in
Nerites, Periwinkles, Limpets, chitons, · Draw and describe the
each zone.
sea urchins, Caribbean topshell; green,
external features of organisms
brown and red seaweeds.
from each of three zones.
· Using pictures or drawings
make waterproof file cards
identifying organisms.
Describe the adaptations of the
organisms to their habitat/zone.
Conduct a survey of Citation pica
(whelks, walks, West Indian
Topshell) or other named mollusc
on a rocky shore.
Show the relationship between the
features of the mollusc surveyed
and its adaptations to the
environment.
Crustaceans and mollusks including
those above.
Adaptations of organisms to: drying
our; overheating; change in salinity,
wave action, predation
Size and distribution
· Use the descriptions of
RESOURCES
Index; cards, digital camera
(optional), contact paper, pictures
Caribbean Biology - An Integrated
Approach; Marine Life of the
Caribbean 2nd Ed – Alick Jones &
Nancy Sefton;
Fact sheets Bahamas National Trust
or Bahamas Environmental
Protection Manual
As above
organisms above to the rocky
shore environment and zone
in particular.
Observe a named mollusc in its
habitat and measure its
distribution in the various zones
of a rocky shore.
Complete table that compares
organism, adaptation and value
of adaptation.
Quadrats, poles, string, meter rule
Field guide, paper,; adaptation
Caribbean Biology - An Integrated
Approach; Marine Life of the
Caribbean 2nd Ed – Alick Jones &
Nancy Sefton;
DURATION: 5 lessons
METHOD OF ASSESSMENT
Descriptions of identified
organisms.
Number of adaptations identified,
clear relationships shown between
adaptations and habitat.
Use rubric to assess field report
and its findings.
Relationship clearly shown
between the adaptations of
mollusk to its habitat.
9
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 10
UNIT: ENVIRONM ENTAL BIOLOGY
TOPIC: SANDY BEACH ECOSYSTEM S
LEARNER OUTCOM ES
CONTENT
Conduct field studies of a sandy
Colour and wave height of sea, wind,
beach.
temperature.
Identify zones on sandy beach: Low
Tide, Intertidal, High Tide, Pioneer,
Fixed Dune, Scrub Woodland Zone.
Variations in soil particle size/texture
along a profile from the sea inland,
variation in colour, holes (animals)
Sketch the slope (profile) of the
beach and identify the various
zones.
Classify the invertebrates found on
sandy shores and identify their
adaptations for the environmental
conditions in which they live.
Measure temperature and wind
speed.
Use tools and equipment to gather
data.
Quadrats, line transects, measuring
tape
DURATION: 6 lessons (including 2 field trips)
ACTIVITIES
RESOURCES
METHOD OF ASSESSMENT
· Observe the abiotic features of Quadrats, poles, string, meter rule
Number and level of details of
the rocky shore.
digital camera (optional) , index
observations
cards; pencil;
· Identify six zones.
Caribbean Biology - An Integrated
Approach; Marine Life of the
Caribbean 2nd Ed – Alick Jones &
· Observe special features of
Nancy Sefton; Field Guide Rocky
the substrate.
Shore Organisms
.
Sketch the slope (profile) of the
Pencil, paper, transect line,
Accurate identification of zones
beach and identify the various
clipboard,
zones.
Classify the invertebrates found
on sandy shores and identify
their adaptations for the
environmental conditions in
which they live.
Measure temperature (air, sand
surface, 10 cm below surface,
water), wind direction and wind
speed (at 3 points along the
transect).
· Use quadrats to survey sessile
organisms.
· Use quadrats, line or belt
transects to observe and
record the distribution of
plants.
Draws tree showing phyla
represented
Thermometers, string, rope,
anemometer, wind vane.
Accuracy of measurements, clarity
of recording measurements.
Quadrat, tape measure, rope, string,
meter rules, poles
Rubric for use of equipment.
10
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 10
UNIT: ENVIRONM ENTAL BIOLOGY
TOPIC: SANDY BEACH ECOSYSTEM S
LEARNER OUTCOM ES
Collect and record data.
Identify key organisms found in
each zone.
Describe the adaptations of the
organisms to their habitat/zone.
CONTENT
ACTIVITIES
· Identify (names or key) the
organisms found in quadrat
and transect studies.
· Count and record the number
of each type of organism
found in quadrat and transect
studies.
· Draw and describe the
external features of organisms
from each of three zones.
· Using pictures or drawings
make waterproof file cards
identifying organisms.
Use the descriptions of
organisms above to the sandy
shore environment and zone in
particular.
Conduct a survey of invertebrates
on a sandy shore.
Observe invertebrates in their
habitat and note their distribution
in the various zones of a sandy
shore.
Show the relationship between the
features of the invertebrates
surveyed and their adaptations to
the environment.
Complete table that compares
organism, adaptation and value
of adaptation.
DURATION: 6 lessons (including 2 field trips)
RESOURCES
METHOD OF ASSESSMENT
Tally counter, clipboard
Clarity in recording of data
Index; cards, digital camera
(optional), contact paper, pictures
Caribbean Biology - An Integrated
Approach; Marine Life of the
Caribbean 2nd Ed – Alick Jones &
Nancy Sefton;
Fact sheets Bahamas National Trust
or Bahamas Environmental
Protection Manual
As above
Quadrats, poles, string, meter rule
Field guide, paper,; adaptation
Caribbean Biology - An Integrated
Approach; Marine Life of the
Caribbean 2nd Ed – Alick Jones &
Nancy Sefton;
Descriptions of identified
organisms.
Number of adaptations identified,
clear relationships shown between
adaptations and habitat.
Record showing distribution of
invertebrates.
Relationship clearly shown
between the adaptations of
invertebrates to their habitat.
11
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 10
UNIT: ENVIRONM ENTAL BIOLOGY
TOPIC: SEA GRASS BEDS/MEADOWS
LEARNER OUTCOM ES
CONTENT
Research the types of grasses
Sea grasses are marine angiosperms
found in the seagrass
with a blade, stalk and underground
beds/meadows in Bahamian
root system of rhizomes. Common
waters.
seagrasses in the Bahamas include
turtle grass (Thalassia), shoal grass
and manatee grass. Occur in calm,
shallow, sheltered inshore areas e.g.
bays and between coral reefs. Found
in warm water where the temp at least
75°F (or 25°C), in depths below 10m
need clear water for photosynthesis.
Compare and contrast common
types of grasses in the seagrass
beds.
Describe Thalassia.
Classify organisms as producers,
consumers, herbivores and
carnivores found in seagrass beds.
Show the relationships between
mangroves, seagrass and coral reef
ecosystems.
ACTIVITIES
· Conduct research to find out
the types of grasses found in
the seagrass beds/meadows in
Bahamian waters.
· Create a visual presentation of
the types of grasses found.
Construct a table to compare and
contrast blades of turtle grass,
shoal grass and manatee grass.
Draw and label the basic features
of Thalassia.
Construct a graphic organizer to
classify organisms as producers,
consumers, herbivores and
carnivores in seagrass beds.
Use a graphic organizer (concept
map; table etc) to illustrate the
connections between mangroves,
seagrass and coral reef
ecosystems.
RESOURCES
Internet sources; Marine Life of the
Caribbean 2nd Ed. – A. Jones & N.
Sefton,
DURATION: 2 lessons
METHOD OF ASSESSMENT
Rubrics for assessing visual
presentations.
Similarities and differences clearly
shown.
Correctly identifies the features of
Thalassia
Scoring rubric to assess graphic
organizer showing organisms in
each category.
Rubrics for assessing visual aids;
relationships shown.
12
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 10
UNIT: ENVIRONM ENTAL BIOLOGY
TOPIC: SEA GRASS BEDS/MEADOWS
LEARNER OUTCOM ES
CONTENT
Research the importance of
Support high biodiversity – provide
seagrass beds.
habitats for a wide variety of
organisms; provide food for sea
turtles, manatees, sea urchins and
some fish; sea grass litter basis of
extensive detrital-food web; act as a
breeding ground and nursery for reef
organisms in particular commercially
important fish species, crustaceans,
and mollusks; extensive root system
traps sediment and control erosion –
providing nearby coral with clean
clear water; release oxygen; dense
leaves dissipate energy of waves
preventing coastal erosion; in some
regions sea grasses are collected as
fertilizer for sandy soil.
Endangered species (manatee, sea
turtle)
Research the threats to seagrass
Sea grasses are, in global decline, with
beds
some 30,000 square kilometers lost
during the last decades. Over fishing;
damage from boat propellers; use of
jet skis; dredging for channels,
marinas and sand; run-off from coastal
farming and construction water
pollution run-off – nutrients in sewage
can cause increase in algae; run-off
can cause water quality degradation
reducing photosynthesis in seagrass;
global warming.
·
·
ACTIVITIES
Construct a seagrass food
web.
Write an illustrated (visual)
essay on the role seagrass
beds play in the survival of
one or .more endangered
species.
· Conduct research on the
RESOURCES
Internet sources; environmental
magazines etc.
Caribbean Biology – An Integrated
Approach; Marine Life of the
Caribbean 2nd Ed – Alick Jones &
Nancy Sefton;
DURATION: 2 lessons
METHOD OF ASSESSMENT
Accuracy of food web
Rubric for assessing visual
presentation, number of
plausible/valid points.
Rubrics for assessing research.
threats to seagrass beds.
· List threats
13
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 10
UNIT: ENVIRONM ENTAL BIOLOGY
TOPIC: SEA GRASS BEDS/MEADOWS
LEARNER OUTCOM ES
Suggest ways to conserve them.
CONTENT
ACTIVITIES
Make an oral presentation on
strategies to conserve seagrass
beds.
RESOURCES
Internet, BREEF website, textbooks,
http://www.oecs.org/esdu/document
s/PERB/bio_carib_project/bc_part2_
intro_hotspot.pdf.
DURATION: 2 lessons
METHOD OF ASSESSMENT
Rubrics for assessing oral
presentations.
14
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 10
UNIT: ENVIRONM ENTAL BIOLOGY
TOPIC: FOREST ECOSYSTEM S
LEARNER OUTCOM ES
CONTENT
Conduct field studies of a
Main flora and fauna; abiotic factors; adaptations:
forest.
Northern Bahamas Pine forest – found in Grand
Bahama, Andros, Abaco and New Providence
Caribbean pine (Pinus caribea var. bahamensis);
southern bracken fern (Pteridium aquilinum); silver
thatch palm (Coccothrinax argentata), poisonwood
(Metopium toxiferum), Five finger
Identify some of the animals e.g.
Pine forest Abaco Bahama Parrot ; Bahama
Woodstar Hummingbird; Cuban Emerald
Hummingbird, pine warbler, Bahamian boa
constrictor, lizards, Andros Rock Iguana (Andros)
Central Bahamas Broadleaf Hardwood Forest
Coppice – Whiteland coppice run along coasts
Brasiletto, Acasia, Seagrape Balsam and Cacti
(Dildo Cactus, Prickly Pear Cactus) land crabs
Giant White Land Crab and the Black Crab;
Blackland Coppice interior of islands
Southern Bahamas Drought Resistant
Woodland – islands south of Crooked Island
Passage – islands mainly dry cactus and stunted
versions of some species further north.
ONE FOREST TYPE WILL BE STUDIED
FOR THIS UNIT.
ACTIVITIES
Conduct a field survey of a
named terrestrial
ecosystem
DURATION: 3 lessons (including 1 field trip)
RESOURCES
METHOD OF ASSESSMENT
Bahamas National Trust Whiteland
Assess field report using a rubric
Coppice; Blackland Coppice; Pine
Forest
Exploring the Bahamian Pine Forest
– A Teacher’s Resource Bahamas
National Trust
Bahamas Environmental Handbook
15
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 10
UNIT: ENVIRONM ENTAL BIOLOGY
TOPIC: FOREST ECOSYSTEM S
LEARNER OUTCOM ES
Use a line transect or other
As above
appropriate method to survey
organisms in the area.
CONTENT
Construct a possible food web for
the ecosystem
Research the importance of the
terrestrial ecosystem to man and
wildlife.
As above
Persuade peers to value the
terrestrial ecosystem.
Threats to terrestrial ecosystems
include: fire, urban development and
climate change.
Forest regeneration.
ACTIVITIES
· Identify the more abundant
organisms in the forest studied
· Use a key on a diagram to
DURATION: 3 lessons (including 1 field trip)
RESOURCES
METHOD OF ASSESSMENT
Number of organisms present
correctly identified.
Realistic representation of line
transect.
represent types of plants in the
line transect.
Construct a possible food web
for the ecosystem
Prepare a cartoon, poem, skit,
Bush Medicine – Martha Smith
song or rap to demonstrate the
BNT fact sheets
importance of the ecosystem.
Exploring the Bahamian Pine Forest
– A Teacher’s Resource
Plausibility of food web
constructed.
Rubrics for assessing oral/visual
presentation.
· Identify threats to the
Exploring the Bahamian Pine Forest
dominant terrestrial ecosystem – A Teacher’s Resource
on your island
· Describe the impact of these
threats to the ecosystem.
· Suggest methods of reducing
threats.
Use the information obtained to
create a pamphlet to persuade
peers to value the terrestrial
ecosystem.
Rubrics for assessing visual
presentations/pamphlets.
16
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 10
UNIT: CELL BIOLOGY AND GENETICS
TOPIC: CELLS
LEARNER OUTCOM ES
Use a light microscope to observe
structures in plant and animal
cells.
CONTENT
Structures in plant cells only: cell
wall, chloroplasts, starch grains;
animal cell only: glycogen granules;
both cells: cell membrane, nucleus,
chromatin, vacuoles.
ACTIVITIES
· Examine prepared slides of
plant and animal cells with
microscope.
· Prepare slides of plant and
·
Observe detailed structures of
plant and animal cells.
Structures seen under electron
microscopes are: smooth and rough
Endoplasmic reticulum, ribosome,
Golgi Apparatus, Lysosome, centriole
(animal cell)
Explain the relationship of the cell In addition to parts of the cell seen
parts to their function.
under the microscope include the
following:
Endoplasmic reticulum – components
of cell membrane assembled here and
some proteins are changed; ribosome
– proteins are assembled here; Golgi
apparatus – modify proteins and
repackage for distribution; Lysosome
– digests excess or worn out cell parts,
food particles and invading microbes;
centriole – involved in cell
reproduction
·
·
·
animal cells.
Draw and label cells as seen
under low and high power.
Observe cell structures on
photographs, transparencies
etc.
Label blank diagrams of cells
showing organelles.
Role play- students
representing different
organelles describe their
structure and function;
· “Sell a cell” – students must
sell parts of a cell
RESOURCES
Prepared slides of animal or plant
cells;
Onion, knife/scalpel, toothpick,
iodine, methyl blue, microscope
slides, cover slips, microscopes
DURATION: 6 lessons
METHOD OF ASSESSMENT
Correct handling of apparatus and
materials
Textbook
Detailed diagrams of cells showing
organelles.
Textbook
Diagrams of detailed structures
Labeling of diagram of cell
· Rubrics for assessing role-play.
· Rubric for assessing
presentation (information and
persuasiveness)
17
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 10
UNIT: CELL BIOLOGY AND GENETICS
TOPIC: CELLS
LEARNER OUTCOM ES
Make a 3D model of a plant and
animal cell.
Hypothesize the direction in which
iodine, starch and water will move
through a plastic sandwich
bag/visking tubing.
Predict the outcome of an
experiment using plastic sandwich
bags/visking tubing, iodine and
starch, to show selectivity of the
cell membrane.
Conduct an experiment to
demonstrate selectivity of cell
membrane using plastic sandwich
bags.
Use apparatus to demonstrate
selectivity of the cell membrane.
CONTENT
Model should include: cell wall, cell
membrane, chloroplasts, nucleus,
nucleolus, chromatin, mitochondria,
smooth and rough Endoplasmic
reticulum, ribosome, Golgi Apparatus,
Lysosome
·
ACTIVITIES
Construct a 3D model of a
plant cell with its organelles.
·
Make a cell mobile.
DURATION: 6 lessons
RESOURCES
METHOD OF ASSESSMENT
Variety of craft materials such as:
· Rubrics for assessing models.
Scissors, construction paper, glue,
The plastic bag, like a cell membrane,
is semi permeable and only allows
small molecules to pass through
easily. Iodine molecule is small and
starch is large.
When iodine and starch are mixed a
blue black colour is observed.
Formulate a hypothesis on the
direction in which each of:
iodine, starch and water will
move through plastic sandwich
bag/visking tubing.
Predict if, and where, a blueblack colour change will occur.
Iodine and starch solutions, small
plastic baggies/visking tubing, bag
ties, beakers, measuring cylinders
Plausible hypothesis with reasons
given.
Iodine and starch solutions, small
plastic baggies/visking tubing, bag
ties, beakers, measuring cylinders
Plausible prediction with reasons
given.
The plastic bag, like the cell
membrane, is semi permeable and
only allows small molecules to pass
through easily. Iodine molecule is
small and starch is large. If starch and
iodine mix, a blue-black colour will be
observed.
Carry out experiment - add
measured quantities of starch to
beaker and plastic bag ,Add
measured quantities of iodine to
other beaker and plastic bag.
Place bag with starch in beaker
with iodine and vice versa.
Observe for colour changes and
measure new volumes after an
hour.
Use apparatus to demonstrate
selectivity of the cell membrane.
As above
Steps in methodology followed.
Iodine and starch solutions, small
plastic baggies, bag ties, beakers
Correct use of apparatus and
materials
18
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 10
UNIT: CELL BIOLOGY AND GENETICS
TOPIC: CELLS
LEARNER OUTCOM ES
Make inferences and draw a
logical conclusion based on results
obtained from conducting an
experiment to demonstrate
selectivity of the cell membrane.
Observe diagram of bacterial cell.
and conclude that it is a prokaryote
cell.
Describe binary fission in simple
organisms.
Observe yeast budding.
CONTENT
As above
A prokaryote cell has a simpler
structure than a eukaryote’s cell. It
does not have a proper nucleus and
only a single DNA strand.
Amoeba and bacteria reproduce by
binary fission; offspring identical to
parent; chromosomes replicate first;
then nucleus/nuclear material splits
into two, then cytoplasm then 2
identical organisms, rapid once every
20 minutes.
Yeast is an unusual plant. Each
organism consists of a single cell. The
main method of reproduction is
asexual, by budding: this generally
results in the daughter cells remaining
attached together, forming
characteristic colonies.
ACTIVITIES
Write a lab report of the
experiment conducted
demonstrating selectivity of cell
membrane
· Observe a diagram of a
bacterial cell and identify cell
parts.
· Compare the bacterial cell
with a plant and animal cell.
· Make annotated diagrams to
show binary fission.
· Identify examples of simple
organisms that reproduce by
binary fission.
· Use plasticene to
demonstrate binary fission.
Make a mixture of yeast, water
and a little glucose.
Place a drop of the mixture on a
slide and stain it with methylene
blue. Cover with a sip. Observe
the slide under different power
on the microscope. Make a
sketch in your notebook of a
yeast cell.
DURATION: 6 lessons
RESOURCES
METHOD OF ASSESSMENT
Text, lab instructions, data from
Rubric to assess lab report
experiment
(emphasis on making inferences
and drawing logical conclusions)
Text book
Transparency/chart/diagram of
bacterial cell
Identification and/classification of
cells as prokaryotes based on
features in diagrams.
Text book
Plasticene
Rubrics for assessing visual
presentation.
Yeast, water, glucose, methylene
blue, glass slide, cover slip,
microscope
Correct use of the microscope.
Accurate sketch/drawing
CXC Biology
19
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 10
UNIT: CELL BIOLOGY AND GENETICS
TOPIC: CELLS
LEARNER OUTCOM ES
Describe budding in simple
organisms.
Observe growth and development
of Mucor.
Describe spore formation in
simple organisms.
CONTENT
Yeast nucleus divide by budding,
nucleus divides, cytoplasm outgrowth,
bud forms, colonies of buds; buds
separate to form new colonies,
offspring identical to parent; to make
new cells.
Pin mould grows on substances like
stale bread and cheese. The surface
shows a superficial mat of grey
cylindrical branching threads called
hyphae which penetrate the substrate.
The hyphae secrete enzymes which
digest the food and make it soluble to
be absorbed.
Pin mould have spores single
reproductive cell produced by
sporangium, cytoplasm collects
around the nuclei to form spores,
sporangia black swellings at tip of
erect hyphae; sporangia burst release
spores
·
·
·
·
·
·
·
·
ACTIVITIES
Make annotated diagrams to
show budding.
Identify examples of simple
organisms that reproduce by
budding.
Use plasticene to
demonstrate budding.
Set investigation - a slice of
bread or a piece of cheese in
a sandwich bag left on the
table for a week.
Observe the mould using a
magnifying glass or a sample
on a slide using the
microscope.
Make annotated diagrams to
show spore formation.
Identify examples of simple
organisms that reproduce by
sporulation.
Demonstrate reproduction by
sporulation through drama or
cartoons.
RESOURCES
Text book
Plasticene
DURATION: 6 lessons
METHOD OF ASSESSMENT
Rubrics for assessing visual
presentation.
Bread , cheese, sandwich bag,
Magnifying glass, glass slide,
microscope
Correct use of the microscope.
Accurate diagram/drawing
Caribbean Biology
Textbook
Rubric for assessing visual
presentation.
Rubric for assessing oral/visual
presentation.
20
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 10
UNIT: CELL BIOLOGY AND GENETICS
TOPIC: CELLS
LEARNER OUTCOM ES
Plan and conduct an experiment to
find out if the enzyme catalase or
amylase prefers acid or alkaline
conditions.
CONTENT
Enzymes work best at a certain pH.
Explain effect of change in pH on
enzyme i.e. change can alter the shape
of a protein; hence affect shape of
active site; which could slow down or
stop reaction.
ACTIVITIES
Use several test tubes containing
potato or liver extract or amylase
and starch solutions at different
pH. Observe results to find out
which pH was best for enzyme –
· Potato & liver extract and
hydrogen peroxide – observe
amount of foam produced;
· Amylase and starch – observe
the pH at which no blue-black
colour is produced from
adding iodine;
Use materials to show enzyme
action.
An enzyme is a type of protein that is
produced by cells. Enzymes catalyze
chemical reactions in living
organisms. The enzyme in liver and
potato breaks down hydrogen
peroxide (formed in cells) into water
and oxygen
Use liver or potato and hydrogen
peroxide to show the production
of oxygen bubbles which
indicates enzyme activity.
Plan and conduct an experiment to
determine the effect of
temperature on enzyme action.
enzyme – alter shape of active site –
no reaction; decrease temperature decrease activity.
· Vary the temperature of liver
or potato by placing them in
different temperature water
baths
· Observe the bubbles formed.
· Count and/or compare the
relative amounts of bubbles
released.
DURATION: 6 lessons
RESOURCES
METHOD OF ASSESSMENT
GCSE Biology
Rubrics for assessing
Potato or liver extracts; hydrogen
investigations. Logical plan and
peroxide;
attempts to control variables.
Amylase solution and starch
solution;
q Uses apparatus and
Alkali (e.g. sodium carbonate)
materials properly.
Acid (e.g. acetic acid);
Water (neutral);
q Written experimental
Iodine solution;
report with appropriate
Test tubes; beakers, water bath;
headings.
Pipette; syringe;
Use scoring rubric to assess the
aforementioned.
GCSE Biology
Use scoring rubric to assess ability
Biology for Life
to follow written or oral
Hydrogen peroxide solution
instructions correctly.
Liver or Irish potato;
Test tubes; knife; mortar and pestle
(or other grinding apparatus)
Text book
Hydrogen peroxide solution
Liver or Irish potato
Test tubes
Hot , cold and room temperature
water baths
· Rubric for assessing
investigations
(attempts to control variables).
21
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 10
UNIT: CELL BIOLOGY AND GENETICS
TOPIC: CELLS
LEARNER OUTCOM ES
Measure temperature
CONTENT
An enzymes work best at a certain
temperature/ the optimum
temperature; increase in temperature
increases rate of reaction; high
temperature may denature
ACTIVITIES
· Use a thermometer to measure
the temperature of water baths
with cold, warm and hot
water.
· Observe changes in enzyme
actions – e.g. measure length
of foam formed;
RESOURCES
Hydrogen peroxide solution
Liver or Irish potato
Test tubes;
Thermometers;
Water baths;
DURATION: 6 lessons
METHOD OF ASSESSMENT
· Correct use of thermometer
· Accurate measurement of
temperature.
·
·
·
22
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 10
UNIT: CELL BIOLOGY AND GENETICS
TOPIC: TRANSPORT IN CELLS
LEARNER OUTCOM ES
CONTENT
Use coloured substances to
Diffusion is the process by which
demonstrate diffusion.
molecules tend to move from an area
where they are more concentrated to
an area where they are less
concentrated.
Observe diffusion of substances in
air and liquids.
Illustrate examples of diffusion in
the human body.
Design and conduct an experiment
to determine the effects of
temperature on the rate of
diffusion.
As above
Examples of diffusion in the human
body: absorption of digested food in
the gut; gaseous exchange in the
lungs; diffusion of cellular wastes into
and out of the blood.
Molecules spread out faster as
temperature increases hence rate of
diffusion increases with temperature.
ACTIVITIES
· Place a drop of food
colouring, ink, dye, kool aid,
copper sulphate or potassium
permanganate crystals in
water and observe them
spreading out.
· Spray perfume/air freshener
and allow students to raise
hands when they detect the
odour.
Describe observations in a
diagram or orally.
Create a study aid which uses
graphics/drawings/pictures/video
clips to illustrate examples of
diffusion in the human body.
· Design an experiment using
any coloured material and
water or perfume in air
RESOURCES
Food colouring/copper sulphate/
potassium permanganate crystals;
textbooks
DURATION: 5 lessons
METHOD OF ASSESSMENT
Perfume, air freshener
As above
Textbooks, pencils, crayons, paper
or media player.
Coloured material e.g. food
colouring, dyes, ink;
beakers or plastic cups,
perfume
Oral or diagrammatic description
of observations.
Rubric for assessing visual aids.
Rubric for assessing investigations
(including planning).
· Carry out experiment
Observe the effects of temperature
on the rate of diffusion.
· Measure and record
Coloured material/dye, heat source,
temperatures of water.
Ice, water, thermometers, timer
· Observe the spreading out of a
coloured material in water at
different temperatures of
water.
Use rubric to score observation
Correct measuring of temperature
of water to 0.5 oC
23
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 10
UNIT: CELL BIOLOGY AND GENETICS
TOPIC: TRANSPORT IN CELLS
LEARNER OUTCOM ES
CONTENT
ACTIVITIES
Perform an experiment to show
Osmosis is the process by which there Perform an experiment to show
osmosis.
is an overall movement of molecules
osmosis.
from an area where there is a higher
concentration of them through a
partially permeable membrane to an
area where there is a lower
concentration of them. Molecules
differ in size. Those smaller than the
pore size of membrane will move
through it.
Use apparatus and materials to
· Set up apparatus showing
demonstrate osmosis.
care not to allow dyed
solution to mix with water in
the beaker, water level in the
beaker to cover top of
plastic. Make sure bag/tube
is securely fastened to
prevent leaks.
· Make a labeled diagram of
the experiment.
Measure materials needed for
Measure water in beaker,
osmosis experiment.
salt/sugar, water to make
solution, dye
Make observations of osmosis.
The level of solution in the thistle
funnel/glass tube rises as a result of
water molecules moving in from the
surrounding water in the beaker.
·
·
·
·
Mark the level of the
solution in the tube at the
beginning of the experiment
Mark the level of the
solution at the end of the
experiment
Note the difference.
Observe colour
RESOURCES
Visking tubing or plastic baggie,
thistle funnel/narrow glass tube,
clamp and retort stand, stirrer,
measuring cylinder, water,
sugar/salt, dye
DURATION: 5 lessons
METHOD OF ASSESSMENT
Experimental report (at the end)
· Handling apparatus and
materials.
· Labeled diagram.
As above
Accuracy of measurements
Marker
Accuracy of levels marked and
distance measured.
24
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 10
UNIT: CELL BIOLOGY AND GENETICS
TOPIC: TRANSPORT IN CELLS
LEARNER OUTCOM ES
CONTENT
Formulate a conclusion from the
Water molecules moved through the
experiment on osmosis.
partially permeable (semi-permeable/
selectively permeable, differentially
permeable) membrane by osmosis.
Plan and perform an experiment to Heat causes molecules to increase
investigate the effects of
their speed of movement. The rate of
temperature on rate of osmosis.
osmosis increases with increased
temperatures.
Describe simply the process of
active transport.
Demonstrate the relationship
between diffusion and osmosis.
Molecules are moved across a
membrane from an area of a lower
concentration of them to an area of a
higher concentration o f them. The
process utilizes a significant amount
of energy.
Osmosis is a special case of diffusion
with a partially permeable membrane
present.
ACTIVITIES
Formulate a conclusion from the
experiment on osmosis.
· Plan an experiment to
investigate the effects of
temperature on rate of
osmosis.
· Conduct the experiment.
· Write a lab report (including
variables, experimental errors,
conclusions).
Dramatize the process of active
transport of molecules across a
membrane.
Dramatize diffusion and osmosis
explaining the relationship
between them.
RESOURCES
As above with thermometers, source
of heat.
DURATION: 5 lessons
METHOD OF ASSESSMENT
Clearly stated conclusion based on
results and observations made.
Rubrics for assessing
investigations.
Rubric for assessing oral
presentations/skits.
Demonstration of the relationship.
25
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 10
UNIT: CELL BIOLOGY AND GENETICS
TOPIC: TRANSPORT IN CELLS
LEARNER OUTCOM ES
CONTENT
Compare and contrast diffusion,
Similarities in terms of transport /
osmosis, and active transport
movement of substances; across cell
membrane;
Differences in terms of types of
substances (liquids & gases in
diffusion; water in osmosis; certain
selected solutes); speed ( rapid in
diffusion & active transport, slow in
osmosis); transport from – to ( high to
low concentration in diffusion &
osmosis, low to high in active
transport); necessity of living semi
permeable membrane( diffusion – not
needed, osmosis - either living or nonliving , active transport – living
needed ); necessity of cell energy
(diffusion & osmosis – none, active
transport – needed);
ACTIVITIES
· Draw table to show
similarities and differences
· Make annotated molecular
diagrams to show the
similarities and differences
· Draw Venn diagrams to
compare and contrast the
processes
· Use online tutorials to
demonstrate osmosis,
diffusion and active transport.
RESOURCES
Any Text for definitions
Internet
DURATION: 5 lessons
METHOD OF ASSESSMENT
·
Annotated molecular diagram
·
Venn diagrams
26
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 10
UNIT: NUTRITION AND FOOD SUPPLY
TOPIC: NUTRIENTS IN FOOD
LEARNER OUTCOM ES
CONTENT
Predict which nutrient(s) can be
The presence of protein using Biuret
found in given foods.
reagent and the presence of reducing
sugars using Benedict’s solution or
mixed Fehlings Solution, nonreducing sugar using hydrochloric
acid and mixed Fehlings soln.
Handle apparatus and materials
safely.
ACTIVITIES
· Predict which food nutrient(s)
·
·
·
·
Conduct food tests on the food
samples to verify the predictions
Observe results of food tests on
various food samples.
can be found in given food
samples
Construct a suitable table to
record predictions.
Handle apparatus correctly in
performing investigations.
Handle materials correctly in
performing investigations.
Handle apparatus and
materials safely in
performing investigations.
RESOURCES
Food samples
Food samples, test tubes, test tube
racks, Benedict’s solution, mixed
Fehlings Solution (A & B/I & II)
Biuret reagent, dropper/pipette, hot
water bath, test tube holders
Perform tests to determine the
presence of the nutrients
(reducing sugars, non-reducing
sugars and proteins) in each food
sample using food tests.
Positive tests are: protein - purple with Record all observations of the
Biuret, reducing sugar - dark yellow – food tests results in an
red with Benedict’s Solution heated;
appropriate table.
non-reducing – no reaction with
Benedict’s but dark yellow – red with
hydrochloric acid and mixed Fehlings
Solution.
DURATION: 7 lessons
METHOD OF ASSESSMENT
Appropriate table constructed and
plausible predictions made for
each food sample
Rubrics for assessing handling
apparatus and materials correctly
and safely.
Correct use of apparatus and
reagents to test for each named
food nutrient.
As above
Realistic observations, clarity of
recording observations.
27
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 10
UNIT: NUTRITION AND FOOD SUPPLY
TOPIC: NUTRIENTS IN FOOD
LEARNER OUTCOM ES
Draw conclusions to verify
predictions.
CONTENT
·
·
Conduct an experiment to compare The reagent DCPIP (alternatively,
the amount of Vitamin C in juices. potassium permanganate and
hydrochloric acid) can be used to test
for the presence of Vitamin C. vit. C
decolourizes potassium permanganate
·
·
ACTIVITIES
Based on the observed
results of the food tests
performed, formulate
inferences/conclusions about
the nutrients present in each
food sample.
Compare and note
inferences/conclusions with
predictions.
Conduct an experiment to
compare the amount of
Vitamin C in different juices.
Record observations in table.
DURATION: 3 lessons
RESOURCES
METHOD OF ASSESSMENT
Comparisons indications of
predictions that were correct and
those that were not and reasons.
Various fruit juices, water (control),
pipette/dropper, DCPIP/potassium
permanganate
Observations and clarity in
recording observations.
28
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 10
UNIT: NUTRITION AND FOOD SUPPLY
TOPIC: ANIMAL NUTRITION
LEARNER OUTCOM ES
Observe dentitions of an
omnivore, carnivore and
herbivore.
CONTENT
Carnivores – prominent canines and
rigid teeth e.g. dog, lion. Herbivores flat teeth, no canines and a gap (i.e.
diastema) e.g. cows, rabbits, sheep.
Omnivores – no prominent teeth, all
present e.g. humans, pigs.
Compare the dentitions of an
omnivore, carnivore and
herbivore.
Explain the relationship between
the dentitions of an omnivore,
carnivore and herbivore and their
diet.
Observe the digestive tracts of a
named omnivore, carnivore and
herbivore.
Carnivore’s teeth are sharp for slicing
meat, incisors meet to remove meat
from bones. Herbivore’s teeth flat for
mashing plant material, teeth continue
to grow as feeding is for long periods,.
None of omnivore’s teeth are large for
specialization.
Carnivorous and omnivorous
mammals have guts similar to man.
Herbivores have a special digestive
system due to their diet consisting of
cellulose, length of large intestine,
appendix, behaviour – ruminate /chew
cud, pouch in stomach, rabbits digest
food twice.
ACTIVITIES
Observe the dentition of
various type mammalian
feeders.
Describe the dentition of
each including the dental
formula, relative size and
shape of (types)
RESOURCES
Diagrams /transparencies of the
skulls of known carnivores,
herbivores and a mirror (to view
their own teeth)
Textbook
Make an outline drawing of each
type of tooth for each dentition,
in a given table or graphic
organizer.
Worksheet with table or graphic
organizer for comparing types of
teeth for three types of dentition.
·
·
·
·
·
·
Make model dentitions
As above
Use models to explain the
relationship between size and
shape of teeth in each
dentition to the type of diet.
Observe the alimentary
canals of various type
mammalian feeders.
Describe the alimentary
canal of each type of feeder.
Diagrams /transparencies of the
digestive tracts of cow, rabbit, dog,
human
Textbook
DURATION: 3 lessons
METHOD OF ASSESSMENT
Description of each dentition.
Accuracy of diagrams
· Rubric for assessing models.
· Clarity of relationships shown.
Description of each alimentary
canal.
29
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 10
UNIT: NUTRITION AND FOOD SUPPLY
TOPIC: ANIMAL NUTRITION
LEARNER OUTCOM ES
Compare and contrast the
digestive tracts of a named
herbivore, omnivore and
carnivore.
Explain the relationship between
the digestive tracts of a named
omnivore, carnivore and herbivore
and their diet.
Classify a vertebrate into feeding
groups based on dentition and gut.
CONTENT
As above
ACTIVITIES
RESOURCES
· Make an outline scale drawing
of each type of alimentary
(stretched out) parallel to each
other.
· Note similarities and
differences.
As above
·
·
·
·
Make model dentitions
As above
Use models to explain the
relationship between size and
shape of teeth in each
dentition to the type of diet.
Examine diagrams of
Photographs and diagrams of skulls
dentitions given to determine and dentitions.
the type of diet the animal
feeds on.
Examine diagrams of guts to
identify those that belong to
herbivores.
DURATION: 3 lessons
METHOD OF ASSESSMENT
Accuracy of diagrams
Number and accuracy of
similarities and differences shown.
· Rubric for assessing models.
· Clarity of relationships shown.
Number of dentitions and
alimentary canals correctly
identified.
30
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 10
UNIT: NUTRITION AND FOOD SUPPLY
TOPIC: AGRICULTURE
LEARNER OUTCOMES
Compare the population of The
Bahamas for each of the past
three decades.
CONTENT
·
·
·
Conduct research to compare the
number of farms over 30 years.
·
·
Conduct research to find out the
percentage of foods consumed
that are produced locally.
·
·
·
·
Classify the main threats to
agriculture in The Bahamas.
Soil type, depth, rainfall in some
islands, hurricanes, animals, invasive
species, humans.
·
·
ACTIVITIES
RESOURCES
Conduct research
Bahamas Handbook
Compare the population
Information from Dept. Statistics
Calculate the percentage
Government publications
increase per decade and over
the three decades.
Prepare a survey instrument
Conduct a survey to
determine the number of
commercial and subsistence
farms 30 years prior and the
number at present in the
island/district.
Identify four foods produced
locally that are popular in the
diet.
Conduct research to
determine the quantity of
each food that is consumed
annually in The Bahamas.
Conduct research to
determine the quantity of
each food that is imported
annually in The Bahamas.
Calculate the percentage of
the total consumption of each
food is met by the quantity of
it produced locally.
Brainstorm the main threats
to agriculture in The
Bahamas.
Classify the threats.
DURATION: 5 lessons
METHOD OF ASSESSMENT
Oral description of the change in
population over the past 30 years.
Rubric for assessing research (with
survey).
Rubric for collecting and
processing data.
Plausible threats cited.
Valid classification.
31
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 10
UNIT: NUTRITION AND FOOD SUPPLY
TOPIC: AGRICULTURE
LEARNER OUTCOM ES
Suggest means by which the
named threats might be reduced
or eliminated.
CONTENT
As above
Farming methods, seasonal crops,
irrigation, hydroponics
Propose a plan for The Bahamas
to become more self-sufficient in
food production.
Research use of hydroponics in
The Bahamas or Caribbean.
Create a model show how a
hydroponics system works.
Hydroponics is a system used to grow
plants without the presence of soil. It
utilizes water and nutrients needed by
the seed/seedling to grow.
ACTIVITIES
Brainstorm
Suggest means by which the
named threats might be reduced
or eliminated.
w Identify one or more food(s)
or means of food production
w Outline reasons for this food/
means of production selected
as a means towards selfsufficiency.
w Prepare a proposal
(written/audio/visual) to be
presented to the Ministry of
Agriculture, round table
discussion or “town
meeting” in the school or
local community.
w Research the use of
hydroponics in The
Bahamas or Caribbean.
w Describe the operation of a
hydroponics system.
Create a model of a hydroponics
system and explain how it
works.
RESOURCES
DURATION: 5 lessons
METHOD OF ASSESSMENT
Plausible suggestions made with
reasons.
Rubrics for assessing presentations
(points, reasoning and
persuasiveness)
Photos/ diagrams of a hydroponics
system.
Clear description of the operation
of a hydroponics system.
Materials to construct hydroponics
system model, Internet
Rubrics for assessing models.
32
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 10
UNIT: NUTRITION AND FOOD SUPPLY
TOPIC: AGRICULTURE
LEARNER OUTCOM ES
Resolve to buy Bahamian.
Begin and maintain a backyard
garden.
CONTENT
ACTIVITIES
w Identify foods produced on a
commercial scale in The
Bahamas.
w Make a personal resolution
to purchase locally-produced
foods.
w Guest speaker
w Identify area, grow boxes
etc. and seedlings.
w Set up a backyard garden
RESOURCES
DURATION: 5 lessons
METHOD OF ASSESSMENT
Long term behaviour.
At least one type of vegetable
cultivated.
33
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 10
UNIT: NUTRITION AND FOOD SUPPLY
TOPIC: FISHING
LEARNER OUTCOM ES
Identify marine organisms that are
commonly found in the Bahamian
Diet.
Locate major fishing grounds in
The Bahamas.
Research the annual catch for
these organisms in Bahamian
waters.
Calculate the percentage catch of
the marine organisms that is
exported.
Show the percentage composition
of nutrients in three marine foods.
CONTENT
Jack, grunt, grouper, turbot, goggleeye, yellow-tail, snapper, mutton-fish,
rock fish, conch, lobster
Reefs, shoals/banks / sounds
ACTIVITIES
w Brainstorm
w Identify fish
RESOURCES
Reef fish poster
Photographs of marine animals
w Classify types of fishing
grounds.
w Locate major fishing areas
on map of The Bahamas.
w Identify six marine
organisms that are
commonly used as seafood.
w Research the annual catch for
each in Bahamian waters.
w Record the data in order
according to quantity.
Map of The Bahamas showing depth
of water and reefs.
w For each organism (above)
record the quantity of the
total annual catch that is
exported.
w Calculate the percentage
catch of each of the marine
organisms that is exported.
w Select three of the organisms
(above).
w Find out the percentage
composition of nutrients for
each of the organisms.
w Construct a pie-graph to
show the proportion of
nutrients for each seafood.
As above
DURATION: 8 lessons
METHOD OF ASSESSMENT
Number of marine organisms
(seafood) identified.
Number of major fishing areas
located.
Ministry of the Environment and
Marine Resources – Department of
Fisheries
Rubric for assessing conducting
research; collection and recording
data.
Rubric for assessing collecting and
processing data.
Nutrition tables
Rubric for assessing processing
data (pie-graphs)
34
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 10
UNIT: NUTRITION AND FOOD SUPPLY
TOPIC: FISHING
LEARNER OUTCOM ES
Account for the trends observed in
graphs of the catches of
commercially important fisheries
resource in The Bahamas over the
last three decades.
CONTENT
The fishing industry is very important
to the Bahamian economy. Over the
years the income generated from these
industries have changed significantly
for numerous reasons. The public
must be made aware so as to
encourage others to enter these fields
and to also support them when
possible.
Identify the main threats to the
organisms.
Pollution, dredging, temperature
change, poisoning corals, overfishing
(including poaching), catching
juveniles, invasive species.
Create a five minute infomercial
on the short term economic gain of
overfishing vs. the long-term
adverse effects.
Overfishing is a problem that is
detrimental to the sustainability of the
marine ecosystem and subsequently
the fishing industry. If not addressed
adequately, this may lead to the
extinction of certain marine organisms
such as the Nassau grouper, and local
turtles.
ACTIVITIES
RESOURCES
w Research trends in fishing
The Bahamas Handbook
industry over last three
decades.
w Construct/observe graphs of
the catches of commercially
important fisheries resource
in The Bahamas over the last
three decades.
w Suggest explanations for the
trends shown.
w Brainstorm
w Compile a list of threats to
populations of the marine
organisms commonly used as
seafood in The Bahamas in
the waters of The Bahamas.
In assigned groups, create a fiveminute infomercial on the short
term economic gain of
overfishing vs. the long-term
adverse effects.
DURATION: 8 lessons
METHOD OF ASSESSMENT
Plausibility of explanations given.
Number of possible threats cited.
Rubric scoring presentations
(infomercial)
35
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 10
UNIT: NUTRITION AND FOOD SUPPLY
TOPIC: FISHING
LEARNER OUTCOM ES
Advocate for sustainable
harvesting of popular marine
seafood.
Research use of
aquaculture/mariculture in The
Bahamas or the Caribbean.
Propose a plan for The Bahamas to
have sustainable fisheries for one
seafood.
CONTENT
ACTIVITIES
RESOURCES
w List and describe methods
that would reduce
overfishing, pollution and
poisoning organisms.
w Prepare an
argument/presentation to
convince persons to
implement the methods
(above) to ensure sustainable
harvesting of the marine
organisms.
w Identify and utilize a medium
to promote the advocacy.
w Identify species raised by
Textbooks, Ministry of the
mariculture.
Environment and Marine Resources
w Describe the conditions
– Department of Fisheries
necessary for mariculture.
w Prepare a brochure to show
the advantages and
disadvantages of mariculture
and supporting its use in The
Bahamas as a means of
increasing the food needed.
w Identify one seafood.
w Describe the conditions
necessary for the species not
to be threatened..
w Prepare a brochure to show a
proposed plan for sustainable
harvesting of the species in
The Bahamas.
DURATION: 8 lessons
METHOD OF ASSESSMENT
Rubrics for assessing presentations
(convincing argument).
Rubrics for assessing visual aids.
Rubrics for assessing visual aids.
36
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 10
UNIT: PLANT ANATOMY AND PHYSIOLOGY
TOPIC: STRUCTURE AND FUNCTION OF LEAVES, STEMS AND ROOTS
DURATION: 4 lessons
LEARNER OUTCOM ES
CONTENT
ACTIVITIES
RESOURCES
METHOD OF ASSESSMENT
Observe the external features of a
The external structures of a leaf
Draw a maize and hibiscus/ sea grape Maize, hibiscus/sea grape leaf, Accuracy of diagrams and labels.
maize and hibiscus or sea grape
include the margin, apex, midrib, side- leaf, labeling their structures.
pencils,
leaf.
veins, leaf stalk/petiole, and lamina.
Use the microscope correctly and
safely to view a prepared slide of a
cross-section of a
monocotyledonous leaf.
The cells in the leaf are arranged in
distinct layers. Each layer is unique
and special in its role/function in the
process of photosynthesis.
Observe a prepared slide of a
dicotyledonous leaf under a
microscope.
Adaptations of leaf structure:
· Waxy cuticle
· Upper epidermis
· Palisade mesophyll layer
· Spongy mesophyll layer
· Xylem
· Phloem
· Lower epidermis
·
·
Relate the internal features to the
external features for the
monocotyledonous and
dicotyledonous leaves.
·
·
·
·
Use a microscope to view the
internal structures of a
monocotyledonous leaf on a
prepared slide.
Make a sketch diagram of the
main internal structures.
Microscope, prepared slide of
a leaf
Observe the internal structures of
a dicotyledonous leaf on a
prepared slide using a
microscope.
Make a sketch diagram of the
main internal structures.
Compare the arrangement of
vascular bundles/veins in the
internal view of a
monocotyledonous leaf and their
arrangement on the maize leaf
(external view).
Compare the arrangement of
vascular bundles/veins in the
internal view of a dicotyledonous
leaf and their arrangement on the
hibiscus/sea grape leaf (external
view).
Correct handling/use of
microscope.
Diagram
Microscope, prepared slide of
a leaf
Oral description of the relationship
between the location of veins in
the external and internal
appearance of leaves.
37
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 10
UNIT: PLANT ANATOMY AND PHYSIOLOGY
TOPIC: STRUCTURE AND FUNCTION OF LEAVES, STEMS AND ROOTS
LEARNER OUTCOM ES
CONTENT
ACTIVITIES
RESOURCES
Relate the appearance of each
Epidermis, palisade mesophyll,
Use diagrams or models of tissues Microscope, cut-out diagrams or
internal structure of a leaf seen to
spongy mesophyll (intercellular
in a leaf to explain how the
models of tissues
its function in photosynthesis.
spaces), xylem, phloem, guard cells
appearance of each internal
structure is adapted to its function
in photosynthesis.
Describe the arrangement of
tissues in the vascular bundles in
leaves.
Top – bottom: sclerenchyma, xylem,
phloem
Compare the external appearance
of the dicotyledonous leaf with
modified leaves.
Leaves of: water hyacinth,
pine/casuarinas, cactus,
pusley/portulaca, sesuvium, white
mangrove, onion (bulb)
·
·
·
·
·
·
Make an outline diagram of
tissues in the vascular bundles.
Label the diagram.
Use dicotyledonous leaf as
standard to compare modified
leaves in: size, shape,
thickness of cuticle, thickness
of leaf, pubescence, frequency
and positioning of stomata,
salt-secreting glands.
Note features in table showing
comparisons.
Classify modifications
according to the type
environment.
Justify modifications as
adaptations to
aquatic/halophytic/xerophytic
environment.
Microscope, prepared slides of
leaves
DURATION: 4 lessons
METHOD OF ASSESSMENT
Rubric for oral presentation
Labeled diagram.
·
·
·
Table – accuracy of
information, number of
comparisons.
Classification of modifications
Clearly written description of
the relationship between the
modified feature and the
conditions of the plant’s
habitat.
38
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 10
UNIT: PLANT ANATOMY AND PHYSIOLOGY
TOPIC: STRUCTURE AND FUNCTION OF LEAVES, STEMS AND ROOTS
LEARNER OUTCOM ES
CONTENT
ACTIVITIES
Observe the internal features of a
Scattered vascular bundles, epidermis, · Observe prepared slides of T.
cross-section of a
ground tissue
S. monocotyledonous stem.
monocotyledonous stem.
· Make an outline diagram of a
T. S. monocot. Stem
· Label the diagram.
Observe the internal features of a
Vascular bundles in ring, pith,
· Observe prepared slides of T.
cross-section of a dicotyledonous
endodermis, epidermis
S. dicotyledonous stem.
stem.
· Make an outline diagram of a
T. S. dicot. stem
· Label the diagram.
Compare the internal features of
Arrangement of vascular bundles,
Use a graphic organizer to
monocotyledonous and
pith, sclerenchyma, cambium
compare and contrast the internal
dicotyledonous stems.
features of monocot and dicot
stems.
Observe the internal features of a
Xylem, phloem sieve tubes,
· Observe prepared slides of L.
longitudinal-section of a
companion cells,
S. dicotyledonous stem.
dicotyledonous stem.
· Make an outline diagram of a
L. S. dicot. stem
· Label the diagram.
Explain the advantage of bark on
Height, withstand winds, protection,
Participate in a debate “stem
stems.
habitat for small animals, longevity,
barks are disadvantageous to
economic importance.
plants and humans”.
Compare the external appearance
Opuntia (prickly pear), rhizomes,
Complete worksheet comparing
of the dicotyledonous stem with
stolons, runners, climbers, tubers
the external appearance of the
modified stems.
dicotyledonous stem with
modified stems.
RESOURCES
Prepared slides, microscope
DURATION: 4 lessons
METHOD OF ASSESSMENT
Modern Biology for Secondary
schools, other textbooks.
Labeled diagram
Prepared slides, microscope
Modern Biology for Secondary
schools, other textbooks.
Modern Biology for Secondary
schools, other textbooks.
Labeled diagram
Graphic organizer
Prepared slides, microscope
Modern Biology for Secondary
schools, other textbooks.
Labeled diagram
Points made in debate
Worksheet
39
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 10
UNIT: PLANT ANATOMY AND PHYSIOLOGY
TOPIC: STRUCTURE AND FUNCTION OF LEAVES, STEMS AND ROOTS
LEARNER OUTCOM ES
CONTENT
ACTIVITIES
Observe the internal features of a
Xylem, phloem, cortex, pith
· Observe prepared slides of T.
cross-section of a
S. monocotyledonous root.
monocotyledonous root.
· Make an outline diagram of a
T. S. monocot. root
· Label the diagram.
Observe the internal features of a
Xylem, phloem, cortex, pith
· Observe prepared slides of T.
cross-section of a dicotyledonous
S. dicotyledonous root.
root.
· Make an outline diagram of a
T. S. dicot. root
· Label the diagram.
Compare the internal features of
Relative number of xylem and phloem Use a graphic organizer to
monocotyledonous and
vessels
compare and contrast the internal
dicotyledonous roots.
features of monocot and dicot
roots.
Observe the internal features of a
Xylem, phloem sieve tubes,
· Observe prepared slides of L.
longitudinal-section of a
companion cells,
S. dicotyledonous root.
dicotyledonous root.
· Make a model L. S. dicot.
root
Compare the external appearance
of the dicotyledonous root with
modified roots.
Buttress, clasping, tuber, breathing,
stilt, prop, sucking, epiphytic
Compare the internal structure of a
dicot root with a dicot stem.
Position of xylem to phloem,
arrangement of vascular tissue, pith,
endodermis, cortex
Complete worksheet comparing
the external appearance of the
dicotyledonous stem with
modified stems.
Use a graphic organizer to
compare and contrast the internal
features of dicot stem and root.
RESOURCES
Prepared slides, microscope
DURATION: 4 lessons
METHOD OF ASSESSMENT
Modern Biology for Secondary
schools, other textbooks.
Labeled diagram
Prepared slides, microscope
Modern Biology for Secondary
schools, other textbooks.
Modern Biology for Secondary
schools, other textbooks.
Labeled diagram
Graphic organizer
Prepared slides, microscope
Textbooks.
Rubric for assessing model
Worksheet
Graphic organizer
40
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 10
UNIT: ANIMAL ANATOMY AND PHYSIOLOGY
TOPIC: RESPIRATION
LEARNER OUTCOM ES
Design, and conduct an
experiment to demonstrate aerobic
respiration in plant parts.
Use materials and apparatus to
demonstrate the production of
carbon dioxide during aerobic
respiration.
ACTIVITIES
Setup similar experiments with
a specific part of the plant in
each conical flask, an ignition
tube with colourless lime water
suspended by thread/string,
sealed with rubber stopper.
· Variables kept constant.
· Control experiment setup.
· Setup similar experiments with
a specific part of the plant in
each conical flask, an ignition
tube with colourless lime water
suspended by thread/string,
sealed with rubber stopper.
· Control experiment setup.
Use materials and apparatus to
demonstrate the production of
carbon dioxide during aerobic
respiration.
Predict the products of anaerobic
respiration.
Predict the products of anaerobic
respiration.
Design, and conduct an
experiment to demonstrate aerobic
respiration in animals.
CONTENT
Roots, stems, leaves, flowers
Woodlice,
·
RESOURCES
Conical flasks, ignition tubes,
rubber stoppers, string, Vaseline,
lime water, parts of plants (roots,
stem, leaves, flowers)
Modern Biology for Secondary
Schools
DURATION: 8 lessons
METHOD OF ASSESSMENT
Rubric for assessing
investigations.
Conical flasks, ignition tubes,
rubber stoppers, string, Vaseline,
lime water, small animals
Rubric for assessing
investigations.
Conical flasks, ignition tubes,
rubber stoppers, string, Vaseline,
lime water, small animals
Rubric for assessing handling
apparatus and materials.
Plausible predictions made
41
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 10
UNIT: ANIMAL ANATOMY AND PHYSIOLOGY
TOPIC: RESPIRATION
LEARNER OUTCOM ES
Use materials and apparatus to
demonstrate anaerobic respiration.
Design and conduct an experiment
to demonstrate anaerobic
respiration in yeast.
CONTENT
ACTIVITIES
Yeast respires anaerobically, changing Use apparatus and materials
glucose (C6H12O6) to ethanol
provided to demonstrate
(C2H5OH) and carbon dioxide (CO2).
anaerobic respiration.
The test for carbon dioxide is that it
turns clear lime water cloudy or milky
white. Anaerobic respiration in yeast
is also called alcoholic fermentation.
The carbon dioxide produced when
yeast respires is used to make dough
and batter (for bread, cakes…) rise in
baking and to give alcoholic beverages
their sparkle or ‘fizz’ in brewing.
·
·
·
·
Plan an experiment
Setup experiment food
substrate, yeast water in
airtight boiling tube.
Setup experiment food
substrate, yeast water with
oil on surface in boiling tube,
one hole stopper, delivery
tube into test tube with
limewater.
Filter contents from first
experiment (after 4 weeks),
distill the filtrate. Smell the
distillate (70°C)
DURATION: 8 lessons
RESOURCES
METHOD OF ASSESSMENT
Textbooks, boiling and test tubes,
Correct and safe handling of
mango (or other fruit)/sugar, water,
apparatus and materials.
delivery tube, yeast, one-hole
stopper, lime water, mortar, pestle,
oil
Rubric for assessing
investigations.
42
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 10
UNIT: ANIMAL ANATOMY AND PHYSIOLOGY
TOPIC: RESPIRATION
LEARNER OUTCOM ES
Observe and describe changes that
take place when yeast respire
anaerobically.
CONTENT
·
·
Research the economic importance
of yeast.
Differentiate between aerobic and
anaerobic respiration.
ACTIVITIES
Observe changes that take
place when yeast respire
anaerobically.
Describe the changes
observed as a result of
anaerobic respiration.
Produce a pamphlet to explain
the use of yeast cells in baking
bread and brewing alcoholic
beverages.
DURATION: 8 lessons
RESOURCES
METHOD OF ASSESSMENT
Description of changes observed
Textbooks, Internet, Encyclopedia,
Aerobic means that respiration takes
Indicate the differences between Textbooks, ruler
place in the presence of oxygen. The
aerobic and anaerobic respiration
food molecules are combined with and in a table.
oxidized by oxygen. The glucose is
converted to CO2 and H2O and lots of
free energy is released. Anaerobic
means that respiration takes place in
the absence of oxygen. The glucose is
not completely oxidized to CO2 and
H2O, but is converted to CO2 and
C2H5OH (alcohol) or to C3H6O3 (lactic
acid). Only little energy is released.
Scoring rubric to assess research;
pamphlet
Differences clearly indicated.
43
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 10
UNIT: ANIMAL ANATOMY AND PHYSIOLOGY
TOPIC: RESPIRATION
LEARNER OUTCOM ES
Summarize the processes of
aerobic and anaerobic respiration
in word equations.
Suggest chemical equations to
summarize aerobic and anaerobic
respiration.
Examine a diagram showing the
internal features of the
mitochondria and describe what
makes it suitable for respiration.
Make a model showing the
internal structure of the
mitochondria.
CONTENT
ACTIVITIES
Create a graphic organizer to Textbooks
summarize aerobic
respiration in both yeast and
muscle cells.
· Create a graphic organizer to
summarize anaerobic
respiration in both yeast and
muscle cells.
Use the word equations for
Textbooks
aerobic and anaerobic respiration
(and prior knowledge) to
construct balanced chemical
equations.
DURATION: 8 lessons
RESOURCES
METHOD OF ASSESSMENT
·
The mitochondrion is a tiny rod-like,
spherical, or elongated organelle
where aerobic respiration occurs. It is
referred to as the ‘powerhouse’ of the
cell because it generates all of the
cell’s energy. The inner membrane of
the mitochondria is greatly folded
(cristae), increasing its surface area.
Many chemical reactions take place on ·
this inner membrane. The fluid area
inside the mitochondria is called the
matrix. It is filled with water and
proteins (enzymes). The proteins
·
combine food molecules with oxygen
and the material is digested. This
keeps the cell full of energy.
Diagram/photomicrograph of the
mitochondria
Observe the internal feature
of a mitochondrion and
explain how it is adapted for
respiration.
Construct a model of a
mitochondrion showing
cristae on the internal
surface.
Graphic organizer (accurate and
organized summary of
information).
Correct chemical equations
Adequate explanation of the
adaptations of the mitochondria
for respiration
A variety of craft materials, scissors,
glue
Rubric for assessing models.
44
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 10
UNIT: ANIMAL ANATOMY AND PHYSIOLOGY
TOPIC: RESPIRATION
LEARNER OUTCOM ES
Use a microscope and hand lens to
examine the internal structure of a
dissected bird’s lung.
Infer why it is better to breathe
through the nose than through the
mouth.
CONTENT
Lung tissue consists of alveoli (air
sacs) and bronchiole tubes. The air
passages leading to the lungs form a
highly branched network called the
bronchial tree. The alveoli are made
of simple squamous epithelium for the
diffusion of gases.
The trachea and larger air passages are
lined with mucus secreting cells. The
mucus traps dirt and bacteria in
inhaled air. Tiny hair-like structures
called cilia cover some cells and beat
back and forth very quickly, sweeping
the mucus and trapped particles back
towards the mouth, preventing them
from entering the lungs. A network of
capillaries underlies the ciliated
mucus membrane and blood in the
capillaries warm the incoming air.
Hence, air entering the nose is
warmed, moistened, and filtered.
These protective functions are not
performed when air is breathed in
through the mouth, increasing the risk
of infection.
DURATION: 8 lessons
ACTIVITIES
RESOURCES
METHOD OF ASSESSMENT
Observe the internal features of a Porcelain tile/glass slide, forceps,
Oral description of observations.
dissected lung using a
water, dropping pipette, pig, sheep
microscope and hand lens or
or frog’s lung or prepared slide,
observe lung tissue on a
prepared slide.
· Examine the features of the
nose and mouth as portals for
breathing.
· Compare the efficiency of the
nose and mouth as entrances
for breathing.
· Make an annotated diagram of
the nose/nasal passages and
pharynx.
· Referring to the differences in
the linings of the respiratory
passage and the alimentary
canal, explain why it is better
to breathe through the nose
than through the mouth.
Textbooks, Photomicrographs
· Rubric for assessing visual aids.
Suggests consequences of
breathing through the mouth as
opposed to breathing through
the nose
· Correct advantages of breathing
through the nose
45
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 10
UNIT: ANIMAL ANATOMY AND PHYSIOLOGY
TOPIC: RESPIRATION
LEARNER OUTCOM ES
Create a model of a human lung.
Construct a model of the human
respiratory system to demonstrate
breathing.
Draw pie graphs comparing the
composition of inspired and
expired air, using percentages
taught.
Compare the colour of blood
before and after passing alveoli.
Compare relative amounts of
carbon dioxide in inhaled and
exhaled air.
CONTENT
Breathing involves inhaling and
exhaling. When we inhale, the
diaphragm and intercostal muscles
contract, pushing the ribs up and out.
This increases the volume in the
thorax, but decreases the pressure. Air
rushes in through the nose and mouth,
forcing the lungs to expand or inflate.
When we exhale, the diaphragm and
intercostals muscles relax, pulling the
ribs down and in. This decreases the
space in the thorax and increases the
pressure. Air rushes out of the lungs,
causing them to deflate.
As air is breathed in and crosses the
respiratory membranes, it is
moistened. The oxygen in the air is
used for respiration and carbon
dioxide is released. Nitrogen cannot
be used in its gaseous state by human
beings hence, the percentage is the
same in exhaled and inhaled air.
Exhaled/expired air has a lower
oxygen but a higher carbon dioxide
and water vapour content than
inhaled/inspired air
ACTIVITIES
Create a model of a human lung.
RESOURCES
Textbook, Internet
Construct a working model of
the respiratory system.
Plastic bottle/cup, scissors, balloons
(large and small), tape, straw, elastic
bands.
· Utilize the model of the
DURATION: 8 lessons
METHOD OF ASSESSMENT
Accurate model of lung (use rubric
to assess model)
Rubric for assessing models.
Rubric for assessing oral
presentation.
respiratory system to orally
explain how breathing occurs
in humans.
Draw pie graphs comparing the
composition of inspired and
expired air.
Textbooks, ruler, compass, pencil,
protractor, calculator
pie chart
Dramatize the changes in
gaseous composition of blood as
it approaches and leaves the
alveoli.
Observe changes in the color of
lime water when air is breathed
out.
Textbooks
Dramatic presentation identifies 3
differences between blood coming
to and blood leaving the alveolus.
Test tubes, delivery tubes, rubber
bungs, rubber tubing, lime water,
drinking straws
Description of changes observed in
lime water
46
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 10
UNIT: ANIMAL ANATOMY AND PHYSIOLOGY
TOPIC: RESPIRATION
LEARNER OUTCOM ES
Describe the passage of an oxygen
molecule from the air to a
capillary in the lungs.
Use a stopwatch to measure the
number of breaths taken per
minute.
CONTENT
When air is inhaled, it passes along
the nasal passages, down the trachea
and into the bronchial tubes until it
reaches the lungs. Oxygen molecules
then diffuse from the air into the blood
in the capillaries.
Breathing rate is the number of
breaths a human takes per minute. At
rest, we normally inhale and exhale
about 16 to 25 times per minute. The
rate is faster in males and slower in
athletes.
Calculate the average breathing
rate for the class.
Predict the effect specific
factors/different types of exercise
have on breathing rate.
Breathing rate increases with exercise,
age, weight, and less physical fitness.
·
·
ACTIVITIES
RESOURCES
Textbooks,
diagram of respiratory
Trace the passage of an oxygen
system, markers
molecule from the air to a
capillary in the lungs.
Create a visual presentation to
show the passage.
With a partner, measure and
record the number of breaths per
minute for each other.
· Measure number of breaths for
partners for 30 seconds
· Record class data.
· Use measurements obtained for
each classmate to calculate the
average breathing rate per
minute for the class.
Suggest and explain how factors,
such as exercise, gender, age,
weight… affect the rate of
breathing.
Stopwatch/watch
DURATION: 8 lessons
METHOD OF ASSESSMENT
Rubric to assess visual
presentation.
Use of stopwatch; collecting and
recording data.
Rubric for collecting and
processing data
Stopwatch/watch and any
equipment needed for exercise
(e.g. stairs, hoola-hoop, skipping
rope)
Logical predictions
47
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 10
UNIT: ANIMAL ANATOMY AND PHYSIOLOGY
TOPIC: RESPIRATION
LEARNER OUTCOM ES
Construct a bar graph comparing
average breathing rates before and
after exercise.
CONTENT
When the muscles work harder, they
require more oxygen and the extra
carbon dioxide produced must be
removed as quickly as possible before
it builds up and poisons the tissues. To
accomplish this, we must breathe
deeper and faster. Faster breathing rate
supplies the increased oxygen
demand.
DURATION: 8 lessons
METHOD OF ASSESSMENT
bar graph
ACTIVITIES
Draw a bar graph to show the
average breathing rates of three
boys and three girls before and
after performing the same
exercise for the same length of
time.
RESOURCES
Graph paper, pencil, ruler
Recognize and control variables
when measuring breathing rates
after numerous activities.
Plan, perform, and record an
experiment to explain the effect
different types of exercise
(jogging, jumping jacks,
climbing stairs, bicycling…)
have on breathing rate.
Formulate a hypothesis about the
effect of different factors on the
rate of breathing.
Textbooks, stopwatch
Identified variables; attempts to
control them.
Textbooks, stopwatch, exercise
equipment
Rubric for assessing
investigations.
Textbooks, stopwatch
Plausible hypothesis
Heat, altitude, carbon dioxide
Recognize and control variables
when measuring breathing rates.
Design and conduct an experiment
to determine the effect of different
types of exercise on the rate of
breathing.
Formulate a hypothesis about the
effect of different factors on the
rate of breathing.
48
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 10
UNIT: ANIMAL ANATOMY AND PHYSIOLOGY
TOPIC: RESPIRATION
LEARNER OUTCOM ES
Plan and perform an experiment to
determine lung capacity.
Use a balloon and measuring tape
to investigate the capacity of the
lungs.
Measure the circumference of
inflated balloons to compare the
lung capacity of students.
Recognize and explain the
relationship between the structure
of the alveolus and gas exchange.
CONTENT
ACTIVITIES
Plan an experiment to
determine lung capacity
· Perform an experiment to
determine the effect of
exercise on lung capacity.
The total amount of air which a person Select a partner and use balloons
can breathe in is called the vital
and a measuring tape to measure
capacity. It represents the total
each other’s lung capacity.
volume of the lungs when fully
Measure the lung capacities of a
inflated. The maximum amount for an select group of students (boys
adult male is usually between 4-5 L. It and girls, athletes and nonincreases in trained athletes and
athletes).
decreases in females. Lung capacity is
also affected by age, height, and
weight.
There are millions of alveoli in each
· Identify the special features
lung, producing a large surface area
of the alveolus
for gas exchange. Each alveolus is
· Explain how the features of
surrounded by a network of capillaries
an alveolus relate to its
in which oxygen and carbon dioxide
function in gaseous
are transported. The membrane
exchange.
separating the alveolus and capillaries
is extremely thin so the gases only
have a short distance to diffuse across.
A thin layer of fluid in which the
oxygen dissolves covers each
alveolus.
·
RESOURCES
Balloons, measuring tape, string,
ruler, pencil, stairs, exercise
machine
Balloons, measuring tape, string,
ruler, pencil
DURATION: 8 lessons
METHOD OF ASSESSMENT
Rubric for investigations.
Correct handling of apparatus and
materials.
Accurate measurement and
recording of lung capacity.
Textbooks, Internet,
Diagrams/Photographs of an
alveolus
Logical explanation of how the
structure and features of alveoli
make them suited for gaseous
exchange.
49
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 10
UNIT: ANIMAL ANATOMY AND PHYSIOLOGY
TOPIC: RESPIRATION
LEARNER OUTCOM ES
Predict the direction in which
oxygen and carbon dioxide
molecules move across gas
exchange surfaces based on the
principles of diffusion.
Predict the effects of smoking on
gas exchange.
Observe photographs of the lungs
of smokers and non-smokers.
CONTENT
ACTIVITIES
RESOURCES
Diffusion is the movement of
· Create a concept map showing Textbooks, poster paper,
molecules from an area of high
the directions in which
markers/colored pencils/crayons
concentration to an area of low
oxygen and carbon dioxide
concentration until they are evenly
molecules will diffuse across
spread. Since the air in the alveolus
a gas exchange surface.
has a higher concentration of oxygen
than blood entering the capillary,
· Draw a diagram of the
oxygen diffuses from the air into the
alveolus and use colored
blood. There is more carbon dioxide in
arrows (red and blue) to show
the blood in the capillary than in the
the movement of oxygen and
air in the alveolus. Therefore, carbon
carbon dioxide across the
dioxide diffuses from the blood into
alveolar wall.
the air.
Suggest how smoking affects gas
exchange.
Cigarette smoke contains carcinogens
or cancer-causing agents. Therefore,
persons who smoke are more likely to
get lung cancer than non-smokers.
Smoking also causes destruction of
cilia so the air is not filtered and this
causes bronchial infections or
bronchitis. The production of excess
mucus leads to the characteristic
·
·
·
·
Observe photographs of the
lungs of smokers and nonsmokers.
Compare the lung tissue of
both.
Identify effects of smoking
on lung tissue.
Make inferences or draw
conclusions on effect of
smoking on the respiratory
system.
DURATION: 8 lessons
METHOD OF ASSESSMENT
· Accuracy of concept map
· Rubric for assessing visual
presentation
Plausible suggestions on the effect
of smoking on gas exchange
Photographs of lung tissue from
smokers and non-smokers;
Textbooks, Internet,
Comparison of the lungs of
smokers and non-smokers
Inferences made on effect of
smoking on the respiratory system
50
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 10
UNIT: ANIMAL ANATOMY AND PHYSIOLOGY
TOPIC: RESPIRATION
LEARNER OUTCOM ES
Explain the relationship between
cigarette smoking and lung
disease.
CONTENT
“smoker’s cough”. Repeated
coughing may rupture the delicate
walls of the alveoli, decreasing the
surface area for gas exchange. This
results in a condition called
emphysema, where persons become
short of breath very easily.
·
·
·
ACTIVITIES
Research lung diseases
caused by smoking
Identify the frequency of
these diseases in smokers
versus non-smokers.
Orally explain the
relationship between
smoking and these diseases.
RESOURCES
DURATION: 8 lessons
METHOD OF ASSESSMENT
Rubric for assessing oral
presentations.
51
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 11
UNIT: ENVIRONM ENTAL BIOLOGY
TOPIC: POLLUTION
LEARNER OUTCOM ES
Explain the terms pollution and
pollutant
Research main air pollutants.
Conduct a sample survey to
ascertain the extent to which CFCs
are used in the community.
Relate the use of CFCs to the
depletion of the ozone layer
CONTENT
Definitions and examples
Carbon dioxide, exhaust emissions,
CFCs, smoke, dust, sulphur dioxide
producing acid rain, CFCs, carbon
monoxide, oxides of nitrogen; smog
formation, photochemical smog
Chlorofluorocarbonates
ACTIVITIES
Make up a “jingle” or rhyme to explain
the concept of pollution and pollutant
RESOURCES
Textbook
·
Conduct research to identify the main
air pollutants
Use a table to record the effects and
source of each pollutant.
Write a short story to highlight the
negative effects of smog.
Textbook, Biology
resource books,
Environmental Science
resource books
Compile a list of products that contain
CFCs
Design and produce a simple
questionnaire.
Conduct the survey
Analyse the data.
Research data on the rate of ozone
depletion
Identify places where ozone depletion
is greatest
Identify sources releasing CFCs to the
atmosphere
Note the effects of CFCs on the ozone
layer.
Make a visual presentation for
presentation at a town meeting to
persuade persons to become good
stewards of the environment with
regards to CFCs.
Textbook, Biology
resource books,
Environmental Science
resource books
Internet
·
·
·
·
·
·
·
·
·
·
·
DURATION: 6 lessons
METHOD OF ASSESSMENT
Rubric for scoring oral
presentations
Rubric for assessing graphic
organizer.
Number of points made,
sequencing of points,
interest/appeal level, effectiveness
in communicating information.
Rubric for collecting and
analyzing data.
Internet
Rubric for assessing visual
presentations.
52
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 11
UNIT: ENVIRONM ENTAL BIOLOGY
TOPIC: POLLUTION
LEARNER OUTCOM ES
Conduct an investigation to
compare dust pollution in different
areas.
CONTENT
(see content on Air pollution above)
ACTIVITIES
Investigate how much dust is
collected on different walls (such as
wall exposed to a busy road v.s. wall
inside the building).
RESOURCES
Vaseline; Microscope slides,
scotch tape magnifying glass
Biology for life
Read a news article on “climate
change”
Biodiversity
Local daily newspapers
Magazines, Internet, Science
resource books
Explain the greenhouse effect.
Carbon dioxide layer is easily
penetrated by high energy rays from
sun. Reflected rays have less energy
cannot pass through layer to leave
atmosphere. Rays are trapped in the
atmosphere. Temperature rise –
“global warming”
Extreme temperatures, death of
corals/reef, rise in sea levels, higher
category hurricanes.
Complete a worksheet:
· Indicators of climate change
· The rate of change for each
indicator
· Find out the principle of
greenhouses
· Review articles on the
greenhouse effect
· Explain using a visual aid why
the term “greenhouse effect” is
applied to the climate.
Formulate a hypothesis as to the
aspects of climate change that will
affect The Bahamas.
· Research the rate of increase in
average temperature/sea level.
· Calculate the rate of increase per
decade.
· Predict the decade in which The
Bahamas would notice the
change in climatic factors.
Identify the climactic factors in The
Bahamas that would be most
affected by climate change.
Formulate a hypothesis as to the
aspects of climate change that will
affect The Bahamas.
Predict the decade in which The
Bahamas would notice the change
in climatic factors.
Identify the climactic factors in
The Bahamas that would be most
affected by climate change.
As above
DURATION: 6 lessons
METHOD OF ASSESSMENT
Use scoring rubric to assess lab
report
Worksheet
Agricultural Science textbook,
magazines, Internet, Science
resource books
Rubric for assessing oral and
visual presentations.
Plausible hypotheses, clearly
stated, reasons given.
Rubric for processing data.
Plausible prediction made.
Factors identified with plausible
reasons given orally.
53
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 11
UNIT: ENVIRONM ENTAL BIOLOGY
TOPIC: POLLUTION
LEARNER OUTCOM ES
Design and conduct an
investigation to ascertain the
knowledge and response level of
persons to “climate change”
Analyze the efforts of government
to reduce carbon dioxide
emissions in the country.
Analyze the efforts of schools to
educate students towards reversing
global warming factors.
Formulate a personal commitment
to become a good steward of the
environment in utilizing “green”
practices.
CONTENT
ACTIVITIES
Design a questionnaire to ascertain the
knowledge and response level of
persons to “climate change”
· Conduct a sample survey
· Analyse data collected
· Formulate conclusions
Conduct research to determine laws that
regulate:
· Exhaust fumes
· Burning trash
· Industrial emissions
· Green spaces
· Fuels
Based on the research findings, write a
position statement rating the
government’s efforts to reduce carbon
dioxide emissions.
Conduct research to determine the extent
to which schools to educate students
towards reversing global warming factors:
· Taught curriculum
· Hidden curriculum
· Eco-school programmes implemented.
Based on the research findings, write a
position statement rating the extent to
which schools to educate students towards
reversing global warming factors.
Formulate a personal commitment to
become a good steward of the
environment in utilizing “green” practices.
RESOURCES
·
DURATION: 6 lessons
METHOD OF ASSESSMENT
Rubric for assessing
investigations.
Rubric for assessing research.
Curricula for various
subjects at different grade
levels (primary, junior &
senior high schools).
Rubric for assessing research.
Long-term behaviour
54
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 11
UNIT: ENVIRONM ENTAL BIOLOGY
TOPIC: POLLUTION
LEARNER OUTCOM ES
Suggest “green” practices that
every person could use.
Classify main land pollutants
Recognize the relationship
between types of solid waste
produced and the lifestyle of
residents.
Construct a model that may be
used by householders or a small
business to reuse one of the named
land pollutants.
Produce an anti-litter brochure
CONTENT
Conserve electricity, maintain green
spaces, regularly service vehicles
Chemicals – batteries, agricultural
fertilizers, oil, paints, gasoline, metals
– cars, stoves, refrigerators, tools,
appliances
Containers – rubber, plastic, glass,
Styrofoam, biomedical waste, nonbiodegradable waste, herbicides,
pesticides.
ACTIVITIES
Prepare a brochure or cartoon
encouraging everyone to do their
part by committing to
environmentally good practices.
· Brainstorm land pollutants
· Classify land pollutants
·
RESOURCES
DURATION: 6 lessons
METHOD OF ASSESSMENT
Rubric for assessing visual
presentations.
Classification, method and criteria
Match pollutants with persons
who would discard them e.g. oil,
gasoline, rubber tyres
Relationships clearly shown
Design and construct a model
that may be used by
householders or a small business
to reuse one of the named land
pollutants.
Prepare a brochure that:
· Identifies the main land
pollutants on the island.
· Identify the source(s) for
each pollutant.
· State the effects of each
pollutant.
· Suggest methods of
controlling pollution caused
by each pollutant.
Rubric for assessing models.
Department of Environmental
Health Services
Observations
Survey
Rubric for assessing visual
presentations.
55
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 11
UNIT: ENVIRONM ENTAL BIOLOGY
TOPIC: POLLUTION
LEARNER OUTCOM ES
Formulate a hypothesis as to the
most common pollutant in the
sea/beach.
Conduct an investigation to
determine the types of pollutants
found on beaches.
Classify pollutants.
Calculate the percentage of
pollutant items collected comprise
the major pollutant.
Make an inference/draw a
conclusion as to the major
pollutant in the sea.
Investigate water pollutants from a
suspected polluted source (e.g.
bay, harbor, pond.
Compare the pollutants found in
inland water with those found in
the sea.
CONTENT
Bottles, plastic bags, disposable cups,
plates, forks, plastic containers,
beverage cans, clothing, wood
ACTIVITIES
Formulate a hypothesis as to the
most common pollutant in the
sea/beach.
Participate in a beach/coastal
clean-up.
RESOURCES
·
·
(see content on Water pollution)
Inland - Household garbage, sewage,
Sort/classify items collected
Count the items in each
group
Calculate the percentage of
pollutant items collected
comprise the major pollutant.
Make an inference/draw a
conclusion as to the major
pollutant in the sea.
Investigate water pollutants from
a suspected polluted source (e.g.
bay, harbor, pond).
·
·
Brainstorm as class
Compare and contrast
pollutants found in two water
environments on a Venn
Diagram
DURATION: 6 lessons
METHOD OF ASSESSMENT
Plausible hypothesis with reasons.
Valid classification with reasons.
Rubrics for assessing collecting
data.
Rubric for assessing processing
data.
String, metal disc coloured black
and white, glass containers, litmus
or universal indicator, filter paper,
filter funnel, evaporating dish heat
source, measuring cylinders
CXC Human & Social Biology
Valid inference/conclusion based
on data collected.
Scoring rubric to assess written
report of findings.
Venn Diagram
56
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 11
UNIT: ENVIRONM ENTAL BIOLOGY
TOPIC: POLLUTION
LEARNER OUTCOM ES
Classify water pollutants.
CONTENT
Chemicals, plastic, glass, metals,
sewage, organic matter, detergents,
bioaccumulation, oil , industrial
wastes (lead, mercury); radioactive
chemicals; thermal pollution
RESOURCES
·
·
Describe the effects of “heavy”
metals on marine food chains.
Explain the effects of pesticides on
the marine food chains.
Design a product to contain an oil
spill.
ACTIVITIES
Classify water pollutants.
DURATION: 6 lessons
METHOD OF ASSESSMENT
Valid classification with reasons.
Oil poisons fish when eaten, makes
feathers reduce insulation, can lead to
hypothermia, and makes it difficult for
birds to fly,
Identify “heavy” metals
Make a diagram to show the
concentration of “poisons” as they are
moved through the food chain.
Make a diagram to show the concentration
of “poisons” as they are moved through
the food chain.
· Identify the source(s) of oil pollution
· Explain the effects of oil spills
· Demonstrate cleaning oil from a
feather
· Suggests methods of containing and
cleaning oil spills.
Diagram
Diagram
Medicine dropper (acting
as skimmer which
vacuum), cotton balls or
pad tissue (acts a booms
which contain spill);
detergent; cooking
oil/motor oil; shallow
pond (pollution solution)
Rubric for assessing models.
57
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 11
UNIT: ENVIRONM ENTAL BIOLOGY
TOPIC: POLLUTION
LEARNER OUTCOM ES
Explain the process of
eutrophication.
Explain the relationship between
clean water and a good lifestyle.
CONTENT
Phosphates in detergents that causes a
rapid growth
in the algae, with in turn reduces
oxygen bacteria use up oxygen to
decay algae as they die. Water
ecosystems with reduced oxygen will
support fewer individuals and less
variety of organisms (reduce
biodiversity, define eutrophication,
identify the causes of eutrophication.
ACTIVITIES
Make a model to explain the process of
eutrophication.
Make a visual presentation to demonstrate
the relationship between clean water and a
good lifestyle.
RESOURCES
DURATION: 6 lessons
METHOD OF ASSESSMENT
Rubric for assessing models.
Rubric for assessing models.
58
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 11
UNIT: CELL BIOLOGY AND GENETICS
TOPIC: TRANSPORT IN CELLS
LEARNER OUTCOM ES
CONTENT
Use materials to illustrate turgidity Define the terms hypertonic, isotonic
and plasmolysis in plant cells.
and hypotonic and relate them to the
concentration of water molecules in
solutions.
Define the terms turgidity and
plasmolysis.
Make observations of plant tissue
Cell loses water in hypertonic
in solutions of different
solutions, cell contents move away
concentrations.
from cell walls as vacuole shrinks.
Cell becomes flaccid (limp). Cell
gains water in hypotonic solutions,
vacuole increases in size, pressing
cytoplasm against cell walls. Cell
becomes firm.
Perform an investigation to
As above
determine the effects of varying
concentration of sugar solutions
on plant tissue.
Observe the effects of varying the
concentration of solutions on plant
tissues.
Measure length and width of
potato/carrot strips.
Changes in size, colour, turgidity
ACTIVITIES
Make temporary slides plant
tissue in water, plant tissue in
concentrated salt/sugar solution
RESOURCES
Microscope, sugar or salt, red area
of rhubarb stalk or red onion, Rheo
leaf epidermis, blotting paper/tissue,
pipette/dropper;
GCSE Biology- pgs. 34 - 35
· Observe cells of Rheo,
As above
rhubarb stalk or red onion
under a microscope in a drop
of water and in a concentrated
salt or sugar solution.
· Make diagrams to show
observations
Place strips/cylinders of potato
or carrots in hyper-, iso- and
hypotonic solutions for 24 hours.
DURATION: 5 lessons
METHOD OF ASSESSMENT
Appropriate and safe use of
materials and apparatus
Diagrams of cells
Potato or carrots;
Sugar/salt; water; knife/scalpel/cork
borer; beakers/plastic cups; ruler
Caribbean Biology –King, Soper,
Tyrell and Smith.
Experimental report
Observe what happens when
potato or carrot strips/pieces are
paced in different concentration
of sugar or salt solutions.
Correct description of what is
observed
·
Accuracy of measurements
·
Measure length and width of
potato/carrot strips at the
beginning of experiment and
at the end of 24 hours.
Record measurements
59
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 11
UNIT: CELL BIOLOGY AND GENETICS
TOPIC: TRANSPORT IN CELLS
LEARNER OUTCOM ES
Show the change in length of plant
strips.
CONTENT
Explain the effects of solutions of
different concentrations on plant
tissue.
As above
Predict what would happen to a
sample of red blood cells when
placed in solutions of varying
concentrations.
A red blood cell is an example of an
animal cell; cell wall is absent;
cell wall is rigid and cannot be
stretched.
ACTIVITIES
Draw bar graphs showing the
lengths at the beginning and end
of 24-hour period.
·
·
RESOURCES
Valid conclusion explaining
results and observations.
Draw a conclusion
Write an explanation for the
observations and results
recorded.
· Read information on the
effects of varying
concentration of solutions on
animal cells.
· Create a graphic organizer
illustrating what may occur
when a red blood cell is
placed in solution of varying
concentrations (hyper-, iso-,
hypotonic) with justification.
DURATION: 5 lessons
METHOD OF ASSESSMENT
Rubrics for processing data
Textbooks
Plausible prediction with logical
justifications.
60
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 11
UNIT: CELL BIOLOGY AND GENETICS
TOPIC: STRUCTURE OF CELLS
LEARNER OUTCOM ES
CONTENT
Explain the importance of water to Cells comprise about 75% water. Less
cells.
leads to death. Water is needed for:
turgor, solvent, chemical reactions.
Relate the properties of water to its Water absorbs much heat with little
functions in cells.
rise in temperature, “universal”
solvent, water pressure, osmosis
Classify proteins in the cell.
All proteins contain carbon, hydrogen,
oxygen and nitrogen along with
sulphur and some also have
phosphorus. Structural proteins are
found in the mitochondria, ribosomes,
chromosomes and cell membranes.
Enzymes are proteins and control
chemical activities in the cell.
Demonstrate the relationship
Number of amino acids, units that
between amino acids and proteins. build protein like letters build words.
Proteins long chain molecules.
Sequence of amino acids and linkages
between chains determines the protein.
Terms: di-, tri-, poypetides
Relate the properties of protein to
Macromolecules – structure,
its function in cells.
specificity of shape – enzyme
reaction, links break at 50°C –
denatured.
·
·
·
·
·
·
·
·
ACTIVITIES
Brainstorm uses of water to
cells.
Create a cartoon showing the
importance of water to cells.
Class discussion
Worksheet
RESOURCES
Rubric for assessing visual display
(cartoon)
Worksheet
Worksheet
Worksheet
List elements in proteins
Name the two functional
classes of protein
State the functions of
proteins in each group.
Classify cellular proteins into
the two classes.
· Use materials to build long
chain molecules (proteins)
form unit amino acids.
· Make labeled diagrams to
represent synthesis of proteins
from amino acids
· Class discussion
· Match property of protein to
function or feature of cells
with a brief explanation.
DURATION: 5 lessons
METHOD OF ASSESSMENT
Molecular model kit, or plasticene
and toothpicks, or beads.
Correct classification
Use rubric for assessing a model.
Use the diagrams to describe
orally the relationship between
amino acids and proteins.
Textbook
Worksheet
Relationship between protein
properties and the features and
functions of cells clearly
shown/explained.
61
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 11
UNIT: CELL BIOLOGY AND GENETICS
TOPIC: STRUCTURE OF CELLS
LEARNER OUTCOM ES
CONTENT
Identify fats as essential chemicals Fats used in structure of cell and
in cells.
nuclear membranes. Droplets in
cytoplasm produce energy.
Make a diagram to show the
chemical arrangement of a portion
of a fat molecule.
H2 – C O – organic acid
H – C O – organic acid
H2 – C O – organic acid
Make a model to represent a
molecule of glucose.
Relate the properties of
carbohydrates to their function in
cells.
A ring showing the arrangement of
C6H12O6
Macromolecules – structure, insoluble
for storage, sugars – soluble transport,
simple – respiration, building
Justify the statement “ions are
responsible for the basic living
functions.”
Ions participate in chemical reactions
in the cell e.g. energy transfer (ATP),
osmosis, electrical responses (calcium,
potassium and sodium).
Compare and contrast the
chemical composition of proteins,
fats and carbohydrates.
Describe interconversions of
substances in cells.
fatty acid
Elements, molecular length, functions,
molecular structure of basic units.
Glucose to glycogen, amino acids to
protein, fatty acids and glycerol to
fats. Animal cells carbohydrates to
lipids, lipids to protein. Plant cells
make amino acids and glucose from
simple substances.
ACTIVITIES
· Research the importance of
fats in cells.
· Explain the importance of fats
in cells.
Make a diagram to show the
chemical arrangement of a
portion of a fat molecule.
Make a model to represent a
molecule of glucose.
· Class discussion
· Match property of
carbohydrates to functions
and feature of cells with a
brief explanation.
· Identify main ions need for
cell activities.
· Identify the major processes
that utilize ions.
· Justify the importance of
ions to the functioning of
cells.
Draw a Venn Diagram to
Compare and contrast proteins,
fats and carbohydrates
Make a visual display (graphic
organizer, annotated diagrams,
PowerPoint Presentation) to
show interconversions of
substances in cells.
RESOURCES
DURATION: 5 lessons
METHOD OF ASSESSMENT
Valid reasons cited why fats are
essential chemicals in cells.
Rubric for assessing visual aids
Textbook
Textbook
Worksheet
Rubric for assessing models.
Relationship between
carbohydrates properties and the
features and functions of cells
clearly shown/explained.
Valid points, logical argument
Venn Diagram
Textbook
Rubric for assessing visual aids.
62
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 11
UNIT: NUTRITION
TOPIC: PLANT NUTRITION
LEARNER OUTCOM ES
Form a hypothesis on materials
needed for photosynthesis.
Identify sources of raw materials
for photosynthesis.
Justify leaves as the parts of plants
best suited for photosynthesis.
Summarize the process of
photosynthesis.
Suggest limiting factors of
photosynthesis.
CONTENT
Carbon dioxide, water, light energy,
chlorophyll
ACTIVITIES
· Brainstorm
· List materials needed
· Brainstorm
· Make an annotated diagram
of a plant showing sources,
and the route to the leaves.
Chlorophyll mainly in leaves, carbon
Write a short essay or a picture
dioxide in air through stomata, water
story justifying leaves as the
through xylem, sunlight to leaves
parts of plants best suited for
photosynthesis.
Photosynthesis is the process by which Design a graphic
plants make their own food. It requires organizer/poster to summarize
the raw materials carbon dioxide and
the process of photosynthesis.
water under conditions of light and
· Discuss word equation of
chlorophyll presence. The products
photosynthesis.
made are glucose and oxygen.
· Suggest factors that limit rate
(students must know word and
of photosynthesis
chemical equations).The rate of
· Arrange them in an organized
photosynthesis can be affected by
concept map.
many factors such as availability of
water, carbon dioxide and light, and
the temperature.
Compose an equation to represent
the process of photosynthesis.
Carbon dioxide + water → glucose +
oxygen
Perform an investigation to
determine the form in which food
is stored in leaves of a plant.
Leaves make food for the plant
through photosynthesis. They produce
sugar/glucose which is stored as
starch. The presence of starch is tested
with iodine. Sugar may also be
converted to proteins, fats, etc.
Compose an equation to
represent the process of
photosynthesis.
· Destarched (leaves) plant
· Plant photosynthesizes
· Boil leaves
· Decolourize leaves
· Perform food tests
RESOURCES
Textbook
DURATION: 5 lessons
METHOD OF ASSESSMENT
Plausibility of hypothesis.
Textbook
Rubric for assessing visual aids.
Logical examination of each part
of plants as possible site, reasons
for leaves as best suited.
Textbooks, Craft materials
Scoring rubric to assess poster/
graphic organizer
Rubric for assessing concept map
or graphic organizer to show
limiting factors of photosynthesis.
Correct word equation
Test tubes, test tube racks, iodine,
Benedict’s solution, Biuret reagent,
dropper/ pipette, ethanol, Bunsen
burner, porcelain tile, beaker, water
Rubric for assessing
investigations.
63
Draft BIOLOGY CURRICULUM
Scope of Work
The importance of destarching leaves.
GRADE 11
UNIT: NUTRITION
TOPIC: PLANT NUTRITION
LEARNER OUTCOM ES
Control variables in an
investigation.
Use apparatus and materials
correctly and safely in an
investigation to determine the
form in which food is stored in
leaves of a plant.
Observe change in the colour of
reagents.
Form a conclusion on the form in
which food is stored in leaves of a
plant.
Design an investigation to
determine whether light is
necessary for photosynthesis.
Conduct an experiment to
investigate whether light is needed
in the production of starch by
photosynthesis.
CONTENT
Leaves of similar size from one plant
used.
As above
Light provides the energy needed to
split water molecules during the light
phase of photosynthesis.
Control variables in an
investigation.
As above
Use apparatus and materials
correctly and safely to investigate
whether light is needed in the
production of starch by
photosynthesis.
As above
ACTIVITIES
· Identify variables
· Control variables
Use apparatus and materials
correctly and safely in an
investigation to determine the
form in which food is stored in
leaves of a plant.
Observe and record colour of
each reagent before and after
reaction with leaf.
Form a conclusion on the form
in which food is stored in leaves
of a plant.
· Design an investigation to
determine whether light is
necessary for photosynthesis.
· Conduct an experiment to
investigate the importance of
light in photosynthesis.
· Write an experimental report
· Identify variables
· Control variables
Use apparatus and materials
correctly and safely in an
investigation to investigate
whether light is needed in the
production of starch by
photosynthesis.
RESOURCES
As above
DURATION: 5 lessons
METHOD OF ASSESSMENT
Variables identified and kept
constant
Handling of apparatus and
materials.
Plausible observations made and
clearly recorded.
Valid conclusion stated, based on
the observations made.
Logical plan
Light source, two identical
destarched plants, light and dark
areas, iodine, ethanol, test tube,
Bunsen burner, forceps, beaker,
water, porcelain tile
Leaves of identical size from same
type plant under same prior
conditions used.
As above
Scoring rubric to assess
experimental report on
investigation.
Identification and control of valid
variables.
Handling of apparatus and
materials.
64
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 11
UNIT: NUTRITION
TOPIC: PLANT NUTRITION
LEARNER OUTCOM ES
CONTENT
Observe the colour in both leaves
tested.
Form a conclusion on whether
light is needed in the production of
starch by photosynthesis.
Formulate a hypothesis on whether
chlorophyll is necessary for
photosynthesis
Conduct an experiment to show
Chlorophyll in the leaves absorb light
that chlorophyll is essential for the energy.
production of starch.
ACTIVITIES
Observe and record colour of
both leaves tested for starch.
Form a conclusion on whether
light is needed in the production
of starch by photosynthesis.
Formulate a hypothesis on
whether chlorophyll is necessary
for photosynthesis
Conduct an experiment to
investigate the importance of
chlorophyll in photosynthesis.
Write an experimental report on
the investigation.
· Identify variables
· Control variables
Control variables in an
investigation.
Use apparatus and materials
correctly and safely to determine
whether chlorophyll is needed in
the production of starch by
photosynthesis.
Observe the colour in leaves
tested.
Form a conclusion on whether
chlorophyll is needed for the
production of starch by
photosynthesis.
As above
Use apparatus and materials
correctly and safely in an
investigation to determine
whether chlorophyll is needed in
the production of starch by
photosynthesis.
Observe and record colour of
leaves tested for starch.
Form a conclusion on whether
cholorophyll is needed in the
production of starch by
photosynthesis.
GRADE 11
RESOURCES
DURATION: 5 lessons
METHOD OF ASSESSMENT
Plausible observations made and
clearly recorded.
Valid conclusion stated, related to
the observations made.
Plausibility of hypothesis.
Light source, two plants, dark area,
iodine, ethanol, test tube, Bunsen
burner, forceps, beaker, foil/dark
paper or a variegated leaf (two
colours – green and yellow).
Rubric to assess experimental
investigation.
Leaves of identical size from same
type plant under same prior
conditions used OR variegated leaf.
As above
Identification and control of valid
variables.
Handling of apparatus and
materials.
Plausible observations made and
clearly recorded.
Valid conclusion stated, based on
the observations made.
65
Draft BIOLOGY CURRICULUM
Scope of Work
UNIT: PLANT ANATOMY AND PHYSIOLOGY
TOPIC: PLANT NUTRITION
LEARNER OUTCOM ES
Compare and contrast seedlings,
plants and fruits with named
mineral deficiencies.
CONTENT
Deficiencies
·
·
·
·
·
Draw conclusions, based on
comparisons of seedlings, plants
and fruits with deficiencies and
“normal” ones, on the function of
named minerals in plant nutrition
and physiology.
ACTIVITIES
Observe photographs or
specimens showing mineral
deficiencies.
Compare photographs or
specimens with “normal”
plants.
Match the observations with
named deficiency signs (in
textbook).
Construct a suitable table to
record what is observed in
each seedling, plant and fruit
for each mineral deficiency.
RESOURCES
Photos/ actual specimens of
seedlings, plants, and fruits that are
deficient in named minerals.
Photographs of named deficiency
diseases.
Draw conclusions of the function Photos/ actual specimens of
of each mineral in the nutrition
seedlings, plants, and fruits that are
or physiology of the plant after
deficient in named minerals
studying the appearance of the
plants/seedling/ fruits deficient
in that mineral.
DURATION:
METHOD OF ASSESSMENT
Accuracy of observations and
identification of disorders.
Valid conclusions with plausible
reasons.
66
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 11
UNIT: PLANT ANATOMY AND PHYSIOLOGY
TOPIC: TRANSPORT IN PLANTS
LEARNER OUTCOM ES
CONTENT
Design, conduct and evaluate an
Transpiration is the loss of water
experiment to prove that
vapor through the shoot (mainly
transpiration mainly occurs
leaves) of plants. The rate of
through the leaves of a plant.
transpiration can be affected by
various environmental factors such as
humidity, wind, and temperature.
Increase in the wind speed and
temperature, increases the rate of
transpiration in plants. An increase in
the humidity will decrease the rate of
transpiration in plants.
Use a potometer or the weighing
Potometer is used to measure the rate
method to determine the
at which a plant takes up water. Water
transpiration rate of a plant.
lost from the leaves is measured as the
change in water level in the capillary
tube.
The difference in weight of a
plant/shoot in water over a period of
time is a measure of the water uptake
to replace that lost by transpiration.
Measure the water level or weight
of experiment.
ACTIVITIES
Design, conduct and evaluate an
experiment to prove that
transpiration mainly occurs
through the leaves of a plant
ensuring that all variables are
controlled.
DURATION: 7 lessons
RESOURCES
METHOD OF ASSESSMENT
Two potted plants / young
Rubric to assess experimental
herbaceous plants of same type, two investigation.
plastic bags, bread ties/string, water,
two flasks/ bottles
· Assemble apparatus.
· Ensure the experiment is airtight.
Water, beaker, capillary tube, clamp
stand, rubber tubing, balance,
shoot/plant, photometer.
Rubric for assessing experimental
investigations.
· Take measurements before
and after a time period.
Measure the amount of water
taken up in a cut plant using a
potometer.
Balance (triple beam or digital)
Accuracy of measurements.
67
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 11
UNIT: PLANT ANATOMY AND PHYSIOLOGY
TOPIC: TRANSPORT IN PLANTS
LEARNER OUTCOM ES
Calculate the rate of transpiration.
Control variables in an
investigation to show transpiration
mainly occurs through the leaves
of a plant.
Conduct an investigation to
determine from which surface of
the leaf is more water vapour lost.
Control variables in an
investigation to determine from
which surface of the leaf is more
water vapour lost.
Use materials correctly and safely
to determine from which surface
of the leaf transpiration occurs
faster.
.
Formulate a conclusion on which
surface allows a faster rate of
transpiration.
CONTENT
Transpiration is the loss of water
vapour through the leaves of plants.
The amount of stomata is plenteous in
the lower epidermis and not on the
upper epidermis. Water vapour is
released from stomata during the
process of transpiration. Hence,
transpiration occurs faster in the lower
epidermis.
ACTIVITIES
· Record measurements.
· Calculate the rate of
transpiration.
· Identify variables
· Control variables
· Investigate from which
Identical plants (size from same type
plant under same prior conditions
used).
Identification and control of valid
variables.
resources
Rubric to assess experimental
investigation.
Identical leaves (size on same plant
under same prior conditions used).
Identification and control of valid
variables.
Anhydrous cobalt chloride, forceps,
potted plants, Vaseline
Correct usage of forceps, Proper
execution of method, table to show
results.
surface of the leaf is more
water vapour lost.
· Use potometer or weighing
method.
· Identify variables
· Control variables
White anhydrous cobalt chloride turns
blue in the presence of water.
Vaseline blocks the pores and,
therefore, the release of water vapour.
RESOURCES
DURATION: 7 lessons
METHOD OF ASSESSMENT
Correct calculations, rate stated as
ml /hour or g/hour.
· Place anhydrous cobalt
chloride paper on both
surfaces of 4 leaves and
observes which surface of
each leaf transpires faster.
· Investigate how putting
Vaseline on either or both leaf
surfaces affects transpiration.
Draw a conclusion on which
surface allows a faster rate of
transpiration.
Use scoring rubric to assess the
aforementioned
As above
Valid conclusions with plausible
reasons.
68
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 11
UNIT: PLANT ANATOMY AND PHYSIOLOGY
TOPIC: TRANSPORT IN PLANTS
LEARNER OUTCOM ES
CONTENT
Suggest factors that would affect
Temperature, light intensity, humidity,
the rate of transpiration.
wind speed.
Design an experiment to
investigate the effect of a given
environmental factor on the rate of
transpiration.
Suggest how the leaves of certain
plants are adapted to prevent
excessive water loss by
transpiration.
RESOURCES
Identical plants, potometers or
balances and conical flasks etc.,
vaseline
·
Conduct and evaluate an
experiment that investigates how
the rate of transpiration is affected
by a given environmental factor,
ensuring that variables are
controlled.
Predict what will happen if a plant
loses too much water.
ACTIVITIES
· Brainstorming
· Suggest factors that would
affect the rate of transpiration.
Design an experiment to
investigate the effect of a given
environmental factor on the rate
of transpiration.
DURATION: 7 lessons
METHOD OF ASSESSMENT
Valid factors identified.
When plants lose more water than
they take in the cells in the leaves will
lose water and become flaccid. Thus,
the plant will wilt.
Leaves may also be adapted to ensure
that sufficient water is in the plant. In
dry regions leaves appear differently
to reduce water loss through
transpiration. For example less
stomata, rolled up leaves, storage of
water in leaves/stems or dropping of
leaves during dry season etc…
Logical plan (including materials,
apparatus and method).
As above
Conduct an experiment that
investigates how the rate of
transpiration is affected by a
given environmental factor
· Identify and control variables
· Record measurements.
· Write an experimental report
· Evaluate the investigation.
Predict what will happen if a
Textbooks
plant loses too much water.
Scoring rubric to assess an
experimental investigation.
Create flashcards pasting photos
of special (named) plants on one
side and on the other explain
how the plants are adapted to
prevent excessive water loss
through transpiration.
Rubric for assessing visual aids.
Aloe plant, cacti, photos/ diagrams/
transparencies of plants that live in
arid/dry conditions, index cards
Logical prediction
69
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 11
UNIT: PLANT ANATOMY AND PHYSIOLOGY
TOPIC: TRANSPORT IN PLANTS
LEARNER OUTCOM ES
CONTENT
Observe the part of the vascular
The xylem tissue transmits water. If
bundle which is responsible for the dye is placed in water and celery stalk
movement of water through a
is in the water with the dye, the dye
celery stalk.
will travel up the stem in the vascular
bundles (more specifically xylem
vessels).
Observe what occurs, over a
period of 3-5days, when the bark
is ringed / removed from the stem
region of a tree trunk.
Suggest the part of the vascular
bundle that is responsible for food
transport.
If a ring of bark is cut out from right
around a tree trunk, food substances
cannot get down the trunk. A bulge
will result above the ring due to the
accumulation of food. In a tree trunk,
the phloem is located in the soft inner
part of the bark that was removed.
This phloem transports food
substances.
ACTIVITIES
Cut the base of a celery stalk
Allow celery stalk to sit in a
beaker of colored water.
· Cut a thin slice (T. S.) of the
stalk.
· Observe the base of the stalk
as well as the slice.
· Identify the part of the
vascular bundle which is
responsible for water
transport.
· Make labelled diagrams
showing the coloured areas
of the T. S. and L. S. celery
stalk.
Observe what occurs when the
bark is ringed / removed from
the stem region of a tree trunk.
·
·
·
·
Orally suggest an
explanation for the
observations.
Identify the part of the
vascular bundle that is
responsible for this
occurrence.
DURATION: 7 lessons
RESOURCES
METHOD OF ASSESSMENT
Colored dye/food colouring, celery
stalk, beaker, water, scalpel/razor
blade
Accuracy of diagrams and labels
identifying the xylem vessels.
Tree trunk, tool for cutting
Correct observations made.
Logical explanation of what is
observed, identification of the
phloem as the part of the vascular
bundle responsible for the
transport of food.
70
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 11
UNIT: PLANT ANATOMY AND PHYSIOLOGY
TOPIC: TRANSPORT IN PLANTS
LEARNER OUTCOM ES
CONTENT
Suggest the destination and use of After food is made by the leaves,
food manufactured in leaves.
some of it is transported
(translocation) to growing points of
the plant, to the roots and storage
organs. It is transported for use in
respiration and/or converted to other
substance (such as proteins, oils and
cellulose).
ACTIVITIES
Use critical thinking skills to
suggest where food made by
photosynthesis is transported to
during translocation and why
this is important.
RESOURCES
Textbooks,
DURATION: 7 lessons
METHOD OF ASSESSMENT
Logical suggestion of where food
is transported and why.
71
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 11
UNIT: PLANT ANATOMY AND PHYSIOLOGY
TOPIC: EXCRETION IN PLANTS
LEARNER OUTCOM ES
CONTENT
Formulate a hypothesis as to how
plants excrete waste.
Research how plants excrete
Plants do not have an excretory
waste.
system but remove their waste in
various ways including:
Oxygen is a waste product removed
by the stomata during daytime and
during the night time only carbon
dioxide is excreted.
Calcium oxalate and tannin from
metabolic processes are stored in
leaves, bark, flowers, fruits and seeds
excreted when these parts are shed.
Other waste may be stored
permanently in certain parts of the
plant such as the xylem of hard wood.
Compare and contrast excretion in Plants are able to reuse excretory
plants and humans.
products oxygen (photosynthesis) and
carbon dioxide (respiration) and store
some waste. The waste products in
humans are harmful and are therefore
eliminated.
ACTIVITIES
Formulate a hypothesis as to
how plants excrete waste.
· Research how plants excrete
waste
· Make a visual presentation.
Construct a Venn diagram to
Compare and contrast excretion
in plants and humans.
RESOURCES
Internet, textbooks
DURATION: 7 lessons
METHOD OF ASSESSMENT
Plausible hypothesis, clearly stated
Rubric for assessing visual
presentation
Number of points cited and
number of points correctly
identified as similarities or
differences.
72
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 11
UNIT: ANIMAL ANATOMY AND PHYSIOLOGY
TOPIC: EXCRETION AND HOMEOSTASIS
LEARNER OUTCOM ES
CONTENT
Match the excretory organs of the Excretion is the removal of
human body to their metabolic
metabolic waste from the body. The
waste.
main excretory organs and their
metabolic waste include the
following:
Lungs (carbon dioxide and water
vapour); Skin (salts, urea and water
in sweat); liver (breakdown
products from haemoglobin in bile);
Kidney (urea, salt and water in
urine)
Make an annotated diagram of the The main excretory organs in Man
urinary system of Man
are a pair of reddish-brown, beanshaped organs called the kidneys.
The kidneys are a part of the
urinary system, which also includes
the ureters (transports urine to the
bladder), urethra (expels urine
outside of the body), urinary
bladder (stores urine before
expulsion)
Make inferences about the
functions of the kidney based on
the composition of blood in the
renal artery and renal vein.
Artery (brings oxygenated blood
concentrated with metabolic waste
to the kidney), and renal vein
(transports deoxygenated blood that
is less concentrated with metabolic
waste from the kidneys to the
heart).
ACTIVITIES
Use graphic organizer or cue cards
to match excretory organs and
their waste.
·
·
·
·
·
·
RESOURCES
Textbook
DURATION: 9 lessons
METHOD OF ASSESSMENT
Rubric for assessing visual aids
(graphic organizer).
Observe a poster or model of
the urinary system.
Make a diagram of the urinary
system.
Label the parts of the system.
State (beside the label) the
function of each.
Textbooks, model, poster or
transparency showing labelled
parts of the urinary system.
Rubric for assessing visual aids.
Observe a comparative table
showing composition of blood
in the renal artery and vein.
Make inferences about the
functions of the kidneys.
Comparative table
Clearly stated inferences with
valid reasons based on the data
given..
73
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 11
UNIT: ANIMAL ANATOMY AND PHYSIOLOGY
TOPIC: EXCRETION AND HOMEOSTASIS
LEARNER OUTCOM ES
CONTENT
Use a scalpel or other cutting
Each kidney is a red-brown oval
utensil to dissect a kidney.
structure with an indentation on its
innermost surface.
Use a hand lens and/or
The kidney tissue is made up of
microscope to observe the internal many capillaries and tiny tubules
structure of a dissected kidney.
held together by connective tissue.
There is a darker outer region called
Create an annotated line drawing the cortex and a lighter inner region
showing the internal features of a called the medulla. The pelvis is
the space where the ureter leaves
dissected kidney.
the kidney. Cones or pyramids of
kidney tissue project into this space.
Construct a model representing a The nephrons are the filtering units
nephron to demonstrate
of the kidney. Their main function
ultrafiltration.
is to regulate the concentration of
water, glucose, urea and solutes in
the body by filtering the blood,
reabsorbing what is needed, and
excreting the rest as urine.
ACTIVITIES
Dissect a kidney using the
apparatus provided.
Observe/Examine the internal
structure of a dissected kidney.
·
·
Draw the internal structure of a
dissected kidney
Make annotated labels.
Construct a model to represent a
nephron and illustrate
ultrafiltaration.
RESOURCES
Sheep, chicken or pig’s kidney,
dissecting board, scalpel or other
cutting utensil
Hand lens, microscope, prepared
slides
DURATION: 9 lessons
METHOD OF ASSESSMENT
Rubric for assessing correct and
safe use of apparatus and
materials.
Rubric for assessing correct use
and handling of hand
lens/microscope
Microscope, prepared slides,
paper, pencil, colored pencils
Rubric for assessing visual aids.
Visking tube/plastic bags, beakers,
measuring cylinder, dropper,
stirring rod, string, stopwatch,
water, potassium permanganate,
yellow food coloring
Suitable model demonstrating how
the nephron functions
74
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 11
UNIT: ANIMAL ANATOMY AND PHYSIOLOGY
TOPIC: EXCRETION AND HOMEOSTASIS
LEARNER OUTCOM ES
CONTENT
Make an annotated diagram of the The nephron begins in the cortex as
nephron.
the Bowman’s capsule (encloses a
knot of the capillaries called the
glomerulus and receives filtrate).
One end of the capsule is drawn out
as a long, tubular structure called
the renal tubule. The first part is
called proximal convoluted
tubule (reabsorbs valuable
material). The tube descends into
the medulla. It loops back on itself
and is called the loop of Henle
( alters salt concentration in the
medulla to aid in reabsorption of
water from the collecting duct) then
ascends back into the cortex. The
tubule twists and turns again this is
called the second or distal
convoluted tubule (further
reabsorption may occur). Tubules
joins other tubules in a common
collecting duct.
·
·
·
ACTIVITIES
Observe a diagram of a
nephron.
Make an annotated diagram of
the nephron.
Develop a mnemonic device to
include the parts and their
functions.
RESOURCES
Textbooks, Internet
DURATION: 9 lessons
METHOD OF ASSESSMENT
Rubric for assessing visual aids.
Mnemonic device.
75
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 11
UNIT: ANIMAL ANATOMY AND PHYSIOLOGY
TOPIC: EXCRETION AND HOMEOSTASIS
LEARNER OUTCOM ES
CONTENT
Use model of a nephron to
The renal artery brings oxygenated
explain its role in osmoregulation. blood containing excretory products
to the kidney. This blood is high in
oxygen, water, urea and other
nitrogenous compounds, mineral
salts, sugar and plasma solutes, but
low in carbon dioxide. The renal
vein drains filtered, deoxygenated
blood from the kidney. It contains
less oxygen, glucose, nitrogenous
wastes, salts and water, but more
carbon dioxide.
Formulate a hypothesis on the
When it is very hot, when you
effect of named factors on the
perspire a lot, have chronic diarrhea
volume and composition of urine. or vomiting, or eat salty foods, your
body loses lots of water and salts.
As a result, your blood becomes too
concentrated. The pituitary secretes
ADH which causes lots of water to
be reabsorbed and the bladder
produces a small volume of
concentrated urine. When it is cold,
you perspire little, or drink lots of
water, the blood becomes dilute.
The pituitary secretes less ADH.
Little water is reabsorbed and the
bladder produces a large volume of
dilute urine.
ACTIVITIES
Use the model of the nephron to
make an oral presentation on the
role of the nephrons in
osmoregulation.
RESOURCES
Textbooks, Internet
Working in groups brainstorm how Textbooks, Internet
conditions such as excessive
exercise, diarrhea, eating salty
foods, and drinking large volumes
of water affect urine output.
DURATION: 9 lessons
METHOD OF ASSESSMENT
Rubric for assessing oral
presentations.
Plausible hypothesis and reasons.
76
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 11
UNIT: ANIMAL ANATOMY AND PHYSIOLOGY
TOPIC: EXCRETION AND HOMEOSTASIS
LEARNER OUTCOM ES
CONTENT
Design an investigation to
When the pancreas fails to produce
determine whether a sample of
sufficient insulin or does not use the
urine is from a diabetic or noninsulin produced efficiently or
diabetic.
properly, a condition known as
diabetes mellitus develops. In
persons suffering from diabetes
mellitus, the amount of glucose in
the blood rises so high that the
kidneys begin to excrete glucose
into the urine. The presence of this
glucose can be tested for by using
Benedict’s reagent. A yellow,
green, or brick-red, orange color
indicates a positive result.
Research wise dietary choices
Diet choices affect health. Persons
necessary for maintaining healthy at risk for kidney disease should
kidneys.
consume complex carbohydrates,
less proteins, limit the intake of
salts, and monitor fluid intake.
When kidney fails due to lack of
diet or other reasons they would
need to undergo dialysis and or a
transplant performed.
·
·
·
·
·
·
·
ACTIVITIES
Identify the apparatus and
materials including the reagent
to be used (Benedict’s).
Outline the method to be used.
Describe the expected
observations for the sample if
it were from a diabetic or nondiabetic.
Explain the color changes.
RESOURCES
“Urine” samples/different
concentrations of sugar solutions
(with yellow food colouring),
Benedict’s reagent, beakers, test
tubes, stirring rods, Bunsen burner,
lighter, dropper, tripod, wire
gauze, heat- proof mat
Research wise dietary choices
necessary for maintaining
healthy kidneys.
Identify the consequences
which result from not
following those choices.
Make an oral presentation.
Internet, textbook, multimedia
equipment (optional)
DURATION: 9 lessons
METHOD OF ASSESSMENT
Rubric for assessing
investigations.
Rubric to assess oral presentation.
77
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 11
UNIT: ANIMAL ANATOMY AND PHYSIOLOGY
TOPIC: EXCRETION AND HOMEOSTASIS
LEARNER OUTCOM ES
CONTENT
Predict the meaning of
Homeostasis is the maintenance of
homeostasis.
a constant internal environment,
despite changes in the external
environment. It allows cells to
work efficiently.
Create a flow diagram to explain
how the kidneys and
hypothalamus control the water
content of the blood.
If the blood passing through the
brain is too concentrated, the
hypothalamus stimulates the
pituitary gland to secrete antidiuretic hormone (ADH) into the
blood. When the pituitary secretes a
large amount of ADH, the tubules
reabsorb more water from the
glomerular filtrate, giving a small
volume of concentrated urine. If the
blood passing through the blood is
too dilute, the pituitary suppresses
the secretion of ADH. When the
production of ADH is suppressed,
the tubules become less permeable
and less water is reabsorbed from
the glomerular filtrate, resulting in a
large volume of dilute urine.
ACTIVITIES
Based on the suffix and prefix of
the word, predict the meaning of
homeostasis.
RESOURCES
Textbooks, Internet
Draw a flow chart or concept map
to explain how the kidneys and
hypothalamus control the
concentration of water in the
blood.
Textbooks
DURATION: 9 lessons
METHOD OF ASSESSMENT
· Plausible prediction.
Accuracy of flow chart or concept
map
78
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 11
UNIT: ANIMAL ANATOMY AND PHYSIOLOGY
TOPIC: EXCRETION AND HOMEOSTASIS
LEARNER OUTCOM ES
CONTENT
Make predictions about the effect
of insufficient/excess ADH on
urine production.
Create a flow diagram to explain
how the liver and pancreas
control the sugar content of the
blood.
Recognize and describe the
relationship between diet and
blood glucose levels.
Make predictions about the effect
of insufficient or excess insulin
secretion on blood-glucose
concentration.
ACTIVITIES
Predict how the secretion of too
much and too little ADH affects
the volume and concentration of
urine produced by the kidneys.
Make a correlation between ADH
concentration and urine
production.
Draw a flow chart or concept map
to explain how the liver and the
pancreas control the amount of
glucose in the blood.
When the glucose concentration in
the blood is too high, the pancreas
secretes the hormone insulin. This
causes the liver to convert glucose
into glycogen, lowering blood
glucose. When the glucose
concentration in the blood is too
low, the pancreas secretes the
hormone glucagon. This causes the
liver to convert glycogen back into
glucose, raising blood glucose.
Foods rich in starch and sugar cause ·
an elevation in blood glucose
levels.
·
List foods eaten for breakfast,
lunch, and dinner for one
week.
Record the calories per serving
of the foods.
Predict how the secretion of too
much and too little insulin will
affect blood glucose levels.
RESOURCES
Textbooks
Textbooks, pencil, ruler
DURATION: 9 lessons
METHOD OF ASSESSMENT
Accurately suggests how too much
and too little ADH affects the
volume and concentration of urine
produced by the kidneys.
Correct explanation of the
correlation between ADH
concentration and urine production
Accuracy of flow chart or concept
map
The relationship between diet and
blood glucose levels clearly
shown.
Logical prediction
79
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 11
UNIT: ANIMAL ANATOMY AND PHYSIOLOGY
TOPIC: EXCRETION AND HOMEOSTASIS
LEARNER OUTCOM ES
CONTENT
ACTIVITIES
Create a flow diagram to explain
When it is too cold, erector muscles
Draw a flow chart or concept map to
the role of the skin in controlling
contract, pulling the hairs up to trap an explain the role of the skin in
body temperature.
insulating layer of air. This causes the controlling body temperature
characteristic “goose-pimples”.
Arterioles just below the surface of the
skin constrict and constrict so that less
blood containing heat flows near the
surface of the skin (Vasoconstriction).
Sweat glands become less active,
decreasing the production of sweat.
The muscles contract more
(shivering), producing heat which
helps to raise the body temperature.
When it is too hot, the erector muscle
relaxes, causing the hairs to lie flat.
Arterioles below the epidermis dilate
or widen, causing more blood and heat
to flow near the surface
(Vasodilation). Increases in sweat
production. Sweat evaporates using
latent heat which cools the body.
RESOURCES
Textbooks, pencil, ruler,
DURATION: 9 lessons
METHOD OF ASSESSMENT
Accuracy of flow chart or concept
map
80
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 11
UNIT: ANIMAL ANATOMY AND PHYSIOLOGY
TOPIC: EXCRETION AND HOMEOSTASIS
LEARNER OUTCOM ES
CONTENT
Formulate a hypothesis on
Endotherms are animals (birds and
whether insulation affects the rate mammals) that keep their body
at which organism lose heat.
temperature constant despite
changes in the external temperature.
They make heat inside their body
and keep it there. Animals with lots
of hair or fur contract their erector
muscles so the hairs stand up and
trap a layer of air between them,
insulating the body and preventing
heat loss. The erector muscles in
animals with a sparse covering of
hair still contract in cold weather,
but give rise to goose pimples.
Ectotherms are animals (fish,
amphibians and reptiles) whose
body temperature changes with the
temperature of the surroundings.
They gain heat from outside their
body. These animals lack hair and
fur so they bask in the sun to keep
warm or retreat to holes in the
ground to cool down. They always
stay in a place where the
temperature is suitable.
Design an experiment to
Content
determine the effect of insulation
on heat loss.
·
·
·
ACTIVITIES
RESOURCES
Textbook
Review methods of heat loss
Brainstorm the forms of
insulation in common animals.
Formulate a hypothesis on
whether insulation affects the
rate at which an organism loses
heat.
DURATION: 9 lessons
METHOD OF ASSESSMENT
Plausible hypothesis clearly stated
and with reasons given.
Design an experiment to determine Thermometer, cotton wool, conical Plausible plan.
the effect of insulation on heat
flasks, beaker, water,
loss.
kettle/Bunsen burner, tripod,
lighter, wire gauze, elastic bands
81
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 11
UNIT: ANIMAL ANATOMY AND PHYSIOLOGY
TOPIC: EXCRETION AND HOMEOSTASIS
LEARNER OUTCOM ES
CONTENT
Conduct, and evaluate an
experiment to determine the effect
of insulation on heat loss.
ACTIVITIES
Conduct, and evaluate an
experiment to determine the effect
of insulation on heat loss.
RESOURCES
Use a thermometer to accurately
measure temperature of water in
insulated and non-insulated flasks
to 0.5° C.
Measure the temperature of water
in a flask covered with cotton
wool and one left exposed or
uncovered.
Thermometer, cotton wool, flasks,
beaker, water, kettle/Bunsen
burner, tripod, lighter, wire gauze,
elastic bands
DURATION: 9 lessons
METHOD OF ASSESSMENT
Rubric for assessing experimental
investigations.
· Correctly and safely uses
thermometer
· Accurately measures and
records the temperature of the
water in both flasks.
To investigate the effect of
insulators on heat loss.
Compare temperature change of
an insulated and a non-insulated
flask.
Materials, such as cotton wool, trap
air. Since air is a poor conductor of
heat, this acts as insulation and helps
to retain heat. The less insulation,
the more and faster heat is lost.
·
Collect two conical flasks of the
same size. Secure cotton wool
around one of the flasks. Measure
and record the temperature of the
water in both flasks every minute
for 20 minutes. Calculate the total
drop in each flask. Make valid
conclusions. Write an
experimental report.
· Draw a table to compare drop in
temperature in both flasks.
· Draw line graphs to compare
change in temperature from an
insulated and non-insulated
flask
Correct and safe use of
materials and equipment.
· Accurately measures and
records the temperature of the
water in both flasks
· Make logical conclusions based
on data.
Graph paper, ruler
· Rubric to assess recording data.
· Use rubric to assess graphs
82
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 11
UNIT: ANIMAL ANATOMY AND PHYSIOLOGY
TOPIC: EXCRETION AND HOMEOSTASIS
LEARNER OUTCOM ES
CONTENT
Relate the results from the
See aforementioned content
investigation on the effects of
insulation on heat loss to the
ability of one’s skin to maintain
body temperature.
Design an experiment to
investigate the effect of body size
on heat loss.
Design, conduct and evaluate an
experiment to investigate the
effect of body size on heat loss.
Relate the results from the
investigation on the effects of
body size on heat loss to the
ability of large and small animals
to conserve heat.
Suggest reasons to support body
size affects the rate at which
organism lose heat.
ACTIVITIES
Relate the results of the
experiment to mammals with
varying amounts of hair or fur
(humans, cats) and animals with
no insulation (lizards) maintain
body temperature.
· Include apparatus, materials
· Record the methodology.
Conduct and evaluate an
experiment to investigate the
effect of body size on heat loss.
See aforementioned content
Relate the results of the
experiment to large and small
animals and their ability to
conserve heat.
Very small animals have a large
Orally suggest reasons to support
surface area to volume ratio and thus body size affects the rate at which
they have a greater rate of heat loss. an organism loses heat.
A larger animal have a small surface
area to volume ratio and thus have a
slower rate of heat loss.
DURATION: 9 lessons
RESOURCES
METHOD OF ASSESSMENT
Thermometer, cotton wool, conical · Correct relationship between
flasks, beaker, water,
insulation flask and warm
kettle/Bunsen burner, tripod,
blooded animals and nonlighter, wire gauze, elastic bands
insulated flasks and ectotherms
clearly stated.
Rubric for assessing experimental
investigations.
Conical flasks/Beakers/Cans of
different sizes, measuring cylinder,
Bunsen burner, lighter, heat proof
mat, tripod, wire gauze, stop clock,
water
Conical flasks/Beakers/Cans of
different sizes, measuring cylinder,
Bunsen burner, lighter, heat proof
mat, tripod, wire guaze, stop clock,
water
Textbook
Rubric to assess experimental
investigations.
Correct relationship between body
size and heat loss identified and
clearly stated.
Logical suggestions
83
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 11
UNIT: ANIMAL ANATOMY AND PHYSIOLOGY
TOPIC: THE CIRUCLATORY SYSTEM
LEARNER OUTCOM ES
CONTENT
Observe the external and internal
Heart made up of cardiac muscle
appearance of the human heart.
which does not fatigue. Human heart
divided into right and left side by the
septum; upper chambers the atria
receive blood from veins; lower
chambers are ventricles which
pump blood to arteries; compare
relative thickness walls of chambers;
direction of flow controlled by
Draw and label the external
atrioventricular valves (bicuspid/
features of a mammalian heart.
mitral and tricuspid valves) and
Use a scalpel or other cutting
semi-lunar valves, valve tendons
utensil to dissect the heart of a
support valves; vena cava returns
mammal.
deoxygenated blood to right atrium;
Use a magnifying lens to observe
pulmonary artery transports
the structure of the heart
Observe the internal structure of a deoxygenated blood to lungs;
pulmonary veins, transports
mammalian heart
oxygenate blood from lungs to left
atrium; aorta transports oxygenated
Relate the structures of the heart to blood from left ventricle to body;
coronary arteries supply heart
their function.
muscle with oxygen and nutrients
Construct a model of the human
heart.
ACTIVITIES
Observe posters/charts, models,
overhead transparencies or
photographs of the external and
internal appearance of the human
heart.
· Describe the external and
internal appearance of the human
heart.
Draw and label the heart before
dissection
Use a scalpel or other cutting utensil
to dissect the heart of a mammal
RESOURCES
Posters/charts, models, overhead
transparencies, textbook
Use a magnifying lens to observe the
structure of the heart
· Observe the structure of a
mammalian heart.
· Identify the internal structures of
the heart
· Make annotated drawing to
show the structure and function
of the structures of the heart and
its associated blood vessels.
· Explain how the structures are
suited to their functions.
Construct a model of the human
heart
Magnifying glass;
·
DURATION: 12 lessons
METHOD OF ASSESSMENT
Oral description – accuracy and
detail.
Pig, sheep, or goat’s heart.
Rubric fro assessing diagrams
Scalpel, dissecting tray, dissecting
pins,
Correct and safe use of apparatus
and specimen.
Structures correctly identified.
Diagram L. S. heart on worksheet
Correct labels and notes for the
structures.
Relationships between structures
and functions clearly explained.
Plastic or paper cups, straws, glue,
scissors, hard card, red and blue
markers or
modeling clay/paper mâché,
tubing, red and blue;
model of human heart; text books
Rubric to assess model
84
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 11
UNIT: ANIMAL ANATOMY AND PHYSIOLOGY
TOPIC: THE CIRUCLATORY SYSTEM
LEARNER OUTCOM ES
Show the direction through which
blood flows through the heart
Use a stethoscope to investigate
heartbeat
Design investigations to determine
the effects of external factors on
heartbeat.
CONTENT
Complete contraction and relaxation
of heart produces two-tone (lub-dup)
sound. The first tone heard is due to
the closing of the tricuspid and
bicuspid valves as the ventricles
contract.
The closing of the semi-lunar valves
is the second sound followed by a
pause. On average the heartbeat is
72 beats per minute. Heartbeat
increases with exercise as
contraction of muscles need more of
oxygen and nutrients carried by
blood. Adrenalin increases the heart
rate. Differences in sound allow
doctor to diagnose disorders
Sudden noises, increased exercise
cause an increase in heartbeat.
ACTIVITIES
Use the model of the heart or a
PowerPoint Presentation to
demonstrate the direction of blood
flow through the heart.
· Examine a stethoscope
· Make a model stethoscope
· Use the stethoscope to measure
heartbeat per minute.
· Describe (orally) the noises
heard
· Explain the sounds heard.
·
·
·
·
Brainstorm factors that might
cause a change in heartbeat rate.
Design the investigations.
Include comparison of the base
heartbeat rate with each rate
caused by an external factor.
Draw bar graphs to compare the
heartbeat rates.
RESOURCES
Red and blue
markers/crayons/pencils
DURATION: 12 lessons
METHOD OF ASSESSMENT
Rubric for assessing visual
presentations.
Rubber tubing, glass T-shaped
tube, filter funnel at end. CXC
Human and Social Biology – Phil
Gadd ; or stethoscope
Scoring rubric assess record of
sounds heard and explanation;
comparison of heart-rate at rest
and with exercise
Rubric for assessing plan for
investigations.
85
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 11
UNIT: ANIMAL ANATOMY AND PHYSIOLOGY
TOPIC: THE CIRUCLATORY SYSTEM
LEARNER OUTCOM ES
CONTENT
Predict the effects of exercise on The pumping of the heart causes
pulse rate
surges of blood in arteries. This is
detected as the pulse where an artery
lies above the a bone near the
surface of the body. The rate of
beats per minute is about 72 but
varies with age, activity and
diseases.
ACTIVITIES
Predict the effects of exercise on
pulse rate
RESOURCES
Clock/stopwatch
DURATION: 12 lessons
METHOD OF ASSESSMENT
Coursework checkpoints or
some other type of scoring
rubric to evaluate skills
With each beat, the heart moves
blood through the body.
During exercise more carbon
dioxide produced due to increased
respiration for energy. Increase in
CO2 signals energy is obtained from
·
Measure accurately the pulse rate
of students to determine average
pulse rate
Make inferences/conclusions as
to the affect of exercise of pulse
rate
Predict how conditions of the
body affect average pulse rate
Measure accurately the pulse rate
of students
· Calculate the average pulse rate
at rest
· Calculate the average pulse rate
after exercise
Make inferences/conclusions as to
the affect of exercise of pulse rate
Age, weight, lifestyle (regular
exercise, drug abuse)
Predict the affects of age, weight,
regular exercise and drug abuse
would have on pulse rate.
Measurements and recording
Calculations
Valid conclusions, clearly stated,
based on results/data
Clock/stop watch; graph paper; or
software to generate graphs;
textbooks
Plausible predictions with
reasons.
86
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 11
UNIT: ANIMAL ANATOMY AND PHYSIOLOGY
TOPIC: THE CIRUCLATORY SYSTEM
LEARNER OUTCOM ES
Research the common causes and
effects of heart disease.
Describe the relationship between
intake of dietary cholesterol and
fatty deposits on artery walls
Use sphygmomanometer to
measure blood pressure
Record results of class/group
blood pressure in a suitable
manner
Construct a histogram to show the
class’ blood pressure data. to
arrive at the average range of
pressure
Draw a conclusion on the blood
pressure range for the class.
CONTENT
Blood pressure is measured in large
arteries and expressed by 2 numbers
such as 120 over 80. The first
number is a measure of the
pressure caused when the ventricles
contract and blood is pushed out the
heart-systolic pressure. Then blood
pressure drops as the ventricles
relax. The second number is a
measure of the diastolic pressure
that occurs as the ventricles becomes
filled with blood before they
contract again.
ACTIVITIES
Research the common causes
and effects of heart disease
· Create an infomercial to show
common causes and effects of
heart disease and any
preventative measures.
Describe the relationship between
intake of dietary cholesterol and
fatty deposits on artery walls
Students will take turns measuring
arterial blood pressure on a partner
and rotate roles. Remind students to
close the valve on the pump which
should not be squeezed so that the
needle exceeds 160. The valve
should be opened slowly
·
RESOURCES
Internet
DURATION: 12 lessons
METHOD OF ASSESSMENT
Rubric for assessing research,
visual presentation.
Relationship clearly shown.
Sphygmomanometer, stethoscope,
table, chairs, alcohol, cotton balls
Correct use of
sphygmomanometer.
Accuracy of measuring
Record results of class/group blood
pressure in a suitable manner
Table showing Data and
observation
· Construct a histogram to show the
Rubric for assessing graphs
class blood pressure data.
· From the graph determine the
average range of pressure
· Interpret results of the data
· Draw a suitable conclusion
Valid conclusion based on
results.
87
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 11
UNIT: ANIMAL ANATOMY AND PHYSIOLOGY
TOPIC: THE CIRUCLATORY SYSTEM
LEARNER OUTCOM ES
CONTENT
Research cardiovascular diseases: A heart attack is caused by the
build-up of fatty substances,
cholesterol, calcium and other
substances that make up plaque.
Plaque can begin to build up within
the inner linings of the larger arteries
of the body in childhood, but it takes
much longer, usually thirty years or
more, for the build-up to escalate to
dangerous levels. This process of
plaque build-up is called
atherosclerosis, a process which is
quickened by having high blood
pressure or cholesterol, diabetes or
especially by smoking Because less
blood is getting through to the heart,
oxygen, which is carried within the
blood cells, also becomes limited. If
one or more artery (arteries)
becomes completely blocked, a heart
attack follows.
DURATION: 12 lessons
ACTIVITIES
RESOURCES
METHOD OF ASSESSMENT
Research symptoms, effects,
CXC Human and Social Biolgy
Rubric to assess results of
causes, prevention and treatment for:
research
Hypertenion
Internet
Atherosclerosis
Coronary heart attack
Cerebral hemorrhage
Arteriosclerosis
Produce a model of a blood vessel
using PVC piping and adding layers
of plasticine/clay to show fat
deposits
PVC pipes, clay/ plasticines
Rubric for models
If immediate treatment, usually
surgery to clear up the arteries, is not
administered, the muscles of the
heart become permanently injured,
causing the patient to die or become
disabled.
A heart attack can, less frequently
than by the complete blocking of the
arteries, also be caused by a severe
spasm or tightening of the coronary
88
Draft BIOLOGY CURRICULUM
Scope of Work
artery, which temporarily cuts off
blood flow from the heart
GRADE 11
UNIT: ANIMAL ANATOMY AND PHYSIOLOGY
TOPIC: THE CIRUCLATORY SYSTEM
LEARNER OUTCOM ES
CONTENT
Research how artificial
Pacemaker- special group of muscle
pacemakers stimulate heart
cells in the right atrium that controls
contractions
heartbeat. Sends electrical messages
that stimulate heart muscle to
contract. Pacemaker may also
receive signals from brain to speed
up nor slow down heart bear
A number of conditions can cause
the heart to develop an abnormal
heartbeat. An artificial pacemaker
can be surgically implanted.
Artificial pacemakers deliver an
electronic shock at intervals that
approximate the natural cardiac
rhythm. Implanted in patients skin
or on the chest wall. Consist of
pulse generator and two electrodes.
Electrodes connected to the right
atrium and right ventricle through a
vein
·
·
ACTIVITIES
Research how artificial
pacemakers stimulate heart
contractions
Make an oral presentation to
describe how pacemakers
operate.
RESOURCES
Internet; Textbooks
DURATION: 12 lessons
METHOD OF ASSESSMENT
Rubric to score research
presentation
89
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 11
UNIT: ANIMAL ANATOMY AND PHYSIOLOGY
TOPIC: THE CIRUCLATORY SYSTEM
LEARNER OUTCOM ES
CONTENT
Create a life-size model or display Pulmonary circulation the flow of
illustrating the circulation of blood blood from heart to lungs and back
through the human body
to heart. Systemic circulation flow
of blood from the heart to body and
back to heart
Show flow of blood through the
heart and body: superior and inferior
vena cava-right atrium-right
ventricle-pulmonary arteries-lungspulmonary vein-left atrium-left
ventricle-aorta-body. Carotid artery
to head, subclavian artery to arms;
hepatic artery to liver; mesenteric
artery to alimentary canal; renal
artery to kidneys, iliac artery to
trunk and legs; femoral artery to
legs. Femoral vein legs to
posterior/inferior vena cava; renal
vein kidneys to posterior vena cava,
hepatic portal vein from small
intestine to liver; hepatic vein from
liver to inferior vena cava;
subclavian vein to superior/anterior
vena cava, jugular vein from head to
vena cava
Identify major blood vessels.
As above
DURATION: 12 lessons
ACTIVITIES
RESOURCES
METHOD OF ASSESSMENT
Create a life-size model or display to Chart paper/ folding display
Rubric to assess visual
illustrate the pathway of blood
boards markers/paint/crayons
aids/models
through the body. Draw arrows
showing how blood travels from
heart to the lungs, back to the heart,
to all other parts of the body and
back to the heart. Include major
vessels to and from the head, arms,
lungs, alimentary canal/small
intestines, liver, kidneys and legs
· Label the major blood vessels on
Correct labeling
the model or display.
90
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 11
UNIT: ANIMAL ANATOMY AND PHYSIOLOGY
TOPIC: THE CIRUCLATORY SYSTEM
LEARNER OUTCOM ES
CONTENT
Observe cross sections of blood
Cross sections of arteries, arterioles,
vessels.
capillaries, venules and veins so
differences in size, thickness of
walls and presence of valves.
Explain the difference in the
composition of blood in the
pulmonary artery compared with
other arteries.
Differentiate between veins and
arteries.
The pulmonary arteries transport
deoxygenated blood other arteries
transport oxygenated blood.
Arteries - thick muscle and elastin
layer, walls thick to withstand high
pressure; small lumen; transport
blood to heart (except pulmonary
artery); blood pressure high, blood
flows rapidly in pulses; carry
oxygenated blood (except
pulmonary artery); no valves present
Veins – thin elastic walls; carry
blood towards heart (except
pulmonary vein) blood at low
pressure and flows smoothly, carry
deoxygenated blood (except
pulmonary vein); lie close to body
surface, valves prevent backflow of
blood,
Capillaries – wall one cell thick for
ease of diffusion, small lumen; carry
blood to the cells of tissues and
organs, substances pass through
DURATION: 12 lessons
ACTIVITIES
RESOURCES
METHOD OF ASSESSMENT
· Observe cross-sections of arteries, Microscope slides T. S. capillary,
veins and capillaries.
vein, artery, microscopes,
· Label diagrams of C. S. blood
diagrams of T. S. capillary, vein,
vessels.
artery
· Compare and contrast the
structure of the three blood
Points correctly identified as
vessels.
similarities or differences.
Use a simple model to explain the
Rubric for assessing oral
difference in the composition of
presentation.
blood in the pulmonary artery
compared with other arteries.
Construct a table showing the
Number of valid differences
structural and functional differences
included.
between arteries and veins.
91
Draft BIOLOGY CURRICULUM
Scope of Work
walls, low pressure and slow flow,
no valves, carry blood from
arterioles to venules
GRADE 11
UNIT: ANIMAL ANATOMY AND PHYSIOLOGY
TOPIC: BLOOD
LEARNER OUTCOM ES
CONTENT
Use a microscope to view prepared Plasma – pale yellow liquid
slides of blood
containing food (glucose, amino
acids, vitamins, minerals), excretory
substances (e.g. urea, carbon
dioxide), blood proteins (e.g.
albumen, globulin, fibrinogen) ,
hormones and water
Red blood cells (erythrocytes) –
biconcave discs, no nucleus, lives 3
months, made in bone marrow,
destroyed in liver & spleen, red
pigment haemoglobin combines
with oxygen to form
oxyhaemoglobin, 1mm3 has 5
Observe prepared slide of blood
As above
smear to identify the components
of blood
ACTIVITIES
· Place a prepared slide of human
blood smear on the stage of a
microscope. Focus the slide using
low and high power objectives
RESOURCES
Microscope, prepared slide of
human blood.
DURATION: 12 lessons
METHOD OF ASSESSMENT
Checkpoints used to assess use
of microscope and observation
of slide
Textbook
Cells correctly identified
· Observe prepared slide of blood
smear to identify the components
of blood
· Use photographs of blood cells to
identify the components of blood
on the slide.
92
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 11
UNIT: ANIMAL ANATOMY AND PHYSIOLOGY
TOPIC: BLOOD
LEARNER OUTCOMES
Compare blood cells.
Describe how the features of each
type of blood cell are adapted for
their functions
CONTENT
million rbcs; transport oxygen from
lungs to tissues
White blood cells – 2 types, defend
against disease; larger than rbcs, 1
mm3 has 8000 - 10000
Phagocytes – irregular shape; lobed
nucleus; pseudopodia can move
through capillary walls to infection
site; can surround and engulf
bacteria, formed in one marrow ;
Lymphocytes – produce antibodies
that destroy pathogens by causing
them to clump or neutralizing their
toxins, formed in lymph nodes and
spleen
ACTIVITIES
Compare leucocytes, lymphocytes,
erythrocytes
· Number per ml
· Size
· Place of origin
· Life span
· Destruction
· Shape
· Colour
· Nucleus
· Cytoplasm
Construct a table or graphic
organizer to show comparisons.
Write a short story describing how
the features of each type of blood
cell are adapted for their functions.
RESOURCES
DURATION: 12 lessons
METHOD OF ASSESSMENT
Rubric to score graphic
organizer
Number of features of blood
cells included, relationships
between features and functions
clearly shown, storyline.
93
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 11
UNIT: ANIMAL ANATOMY AND PHYSIOLOGY
TOPIC: THE CIRUCLATORY SYSTEM
LEARNER OUTCOM ES
CONTENT
Research the significance of blood There are 4 groups known as A, B,
·
groups in transfusions.
AB, and O. These groups are based
on proteins (A and B) called
·
antigens, that are present on the
surface of red blood cells and two
antibodies in plasma Anti-A and
Anti B. Transfusion - the injection
of blood or blood components to
replace blood lost through surgery or
injury. Blood mus be cross matched
for compatibility
Type A can receive A, O; can donate
to A, AB
Type B can receive B, O; can donate
to B and AB
Rhesus factor present (Rh pos) or
absent (Rh neg). Rh neg can be
given to Rh neg or Rh pos people.
Rh pos can only be given to Rh pos
people
Blood banks collect and store blood;
blood tested for diseases e.g.
hepatitis, HIV
ACTIVITIES
Research the significance of
blood groups in transfusions.
Prepare a brochure to inform
teenagers of the importance of
blood groupings (ABO, Rh) in
transfusions and pregnancies.
RESOURCES
Internet textbooks pamphlets
DURATION: 12 lessons
METHOD OF ASSESSMENT
Rubric for assessing research
Rubric for assessing visual
presentation
94
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 11
UNIT: ANIMAL ANATOMY AND PHYSIOLOGY
TOPIC: LYMPHATIC SYSTEM
LEARNER OUTCOM ES
CONTENT
Identify the parts of the Lymphatic The lymphatic system consists of
System.
lymphoid organs, which are spread
throughout the body. These include
the bone marrow, thymus, lymphatic
vessels, lymph nodes, spleen,
adenoids, and tonsils.
ACTIVITIES
After studying a diagram of the
lymphatic system, use a blank
diagram of the human body to
show the location of the various
lymph nodes, ducts, and vessels.
RESOURCES
Textbooks, internet
DURATION: 2 lessons
METHOD OF ASSESSMENT
Correct labeling of the lymph
nodes, lymph vessels, and lymph
ducts
Compare blood plasma, lymph,
and tissue fluid.
Blood is a mixture of cells, proteins
and plasma solutes. Tissue fluid is
liquid which has leaked out of the
capillaries into the spaces between the
cells. Lymph is the clear, watery fluid
passing through lymph vessels.
On a table/ Venn diagram
indicate the similarities and
differences between blood,
lymph, and tissue fluid.
Textbooks, internet
Correct comparison of blood,
lymph, and tissue fluid
Describe the functions of the
lymphatic system.
The lymphatic system has three main
functions:
Removal of interstitial fluid from
tissues
Absorption and transportation of
fats and fatty acids
Production of immune cells such as
lymphocytes.
Create concept map or graphic
organizer to summarize the
functions of the lymphatic
system.
Textbooks, internet
Clearly described functions of the
lymphatic system
Describe the relationship between
the Lymphatic and Circulatory
Systems.
Create a song/rap to describe the
relationship between the
Lymphatic and Circulatory
Systems.
Rubric for assessing oral
presentations.
95
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 12
UNIT: ENVIRONM ENTAL BIOLOGY
TOPIC: HUMAN IMPACT ON THE ENVIRONM ENT
LEARNER OUTCOM ES
CONTENT
Investigate how human activities
Impact of human activities due
can influence and modify natural
population growth increased demand
systems;
for food and consumer goods; ability
to use technology to change natural
systems. Human activities have led to:
consumption of resources (water,
fossil fuels); production of a waste
(landfills, greenhouse gases,
pollution); modify environment
through agriculture, industrialization,
and housing – deforestation, erosion,
eutrophication, over-fishing, increased
fires; introduction of new species; to
decrease in biodiversity; habitat
destruction; climate change
Investigate the use of alternative
energy sources that would reduce
greenhouse gas emissions.
ACTIVITIES
DURATION: 8 lessons
METHOD OF ASSESSMENT
.Rubric for assessing
investigations.
RESOURCES
Bahamas Reef Environment
activities can influence and
Education Foundation (BREEF)
modify systems - impact of
www.breef.org; Abaco Friends of
over-fishing; impact of coastal the Environment,
development including
www.friendsoftheenvironment.org;
resorts, marinas and golf
The Nature Conservancy
courses; impact of
http://www.nature.org/wherewework
urbanization; impact of solid
/caribbean/bahamas/
waste/sewage disposal; impact Bahamas National Trust
of oil and gas exploration;
www.bnt.bs
impact of deforestation;
The Bahamas Environment Science
impact of modern agricultural and Technology Commission
practices; impact of invasive
(BEST) www.best.bs
species.
Sandwatch www.sandwatch.org
Case study – relevant details,
· Write a case study outlining
sequencing of points to make a
how humans have altered a
case.
specific ecosystem and/or
create an action plan or
Activities that would lead to
propose a course of action to
sustainability included in an
maintain or increase the
Action plan
sustainability of local
ecosystems.
· Investigate the use of
Rubrics for assessing
alternative energy sources that
investigations.
would reduce greenhouse gas
emissions; include local
efforts as far as possible.
· Debate the validity of the
Rubrics for assessing oral
statement that greenhouse
presentations.
gases emissions have direct
negative affects on humans
· Investigate how human
96
Draft BIOLOGY CURRICULUM
Scope of Work
and other organisms
GRADE 12
UNIT: ENVIRONM ENTAL BIOLOGY
TOPIC: HUMAN IMPACT ON THE ENVIRONM ENT
LEARNER OUTCOM ES
CONTENT
Suggest ways to minimize the
Measures for preventing or reducing
impact of human activities on the
the effects of impact of human
environment.
activities on Bahamian and Terrestrial
ecosystems:
Physical restructuring of the shoreline
- dredge and fill development;
Destructive use and vegetation loss sand mining, dump sites; Land cover
change and vegetation replacement houses and resorts; Introduction of
exotic species - Casuarina and
Scaevola.
Promote the theme “Reduce,
Bbiodegradable vs. nonbiodegradable
Reuse, Recycle”.
waste; recycling
·
·
·
·
·
ACTIVITIES
Identify local areas that are
negatively impacted by
human activities.
Brainstorm means of
minimizing these impacts.
Use drama, music, art and/or
technology tools to
demonstrate ways to
minimize the impact of
human activities on the
environment.
Classify waste as biodegradeable and nonbiodegradeable.
Prepare a brochure or video
presentation entitled “A
practical guide to Reduce,
Reuse, Recycle your Waste”.
RESOURCES
Internet, Reliable sources (stated
DURATION: 8 lessons
METHOD OF ASSESSMENT
Rubric for assessing oral
presentation
Rubric for assessing classification.
Rubric for assessing visual
presentation.
97
Read a published report on the
state of marine ecosystems in the
Bahamas and write an article
summarizing its findings.
Biodiversity; threats to ecosystems;
endangered species; laws;
conservation management;
Draft BIOLOGY CURRICULUM
Scope of Work
· Read a published report on
the state of marine
ecosystems in the Bahamas
· Write an article summarizing
the findings of the article.
Research what may happen to Define climate change; “a change in
small islands/ bays as a result of climate which is attributed directly or
climate change/global warming.
indirectly to human activity that
alters the composition of the global
atmosphere and is observed over long
time-periods (many decades)” 2likely
impacts of climate change on
biodiversity.
·
Create a poster representing the
causes, process and effects of
ozone depletion.
·
2
Chlorofluorocarbons (CFCs) used in
the making of aerosol sprays,
refrigerants and plastic foam causing
thinning of ozone layer which helps
to block harmful UV rays from the
sun, may lead to increased risk of skin
cancer; holes in ozone layer first
appeared in 1985.
·
·
·
·
·
Research what may happen
to small islands/ bays as a
result of climate
change/global warming.
Critically analyse the
information read.
Make an oral presentation
(speech, dramatic
monologue, debate).
Find out the causes of ozone
depletion
Note points in the process of
ozone depletion.
Collect and display items
that cause (aerosol cans, etc)
ozone depletion
Create a poster representing
the causes, process and
effects of ozone depletion.
Bahamas Reef Environment
Main points included, paraphrase,
Education Foundation (BREEF)
cohesiveness of summary.
www.breef.org; Abaco Friends of
the Environment,
www.friendsoftheenvironment.org;
The Nature Conservancy
http://www.nature.org/wherewework
/caribbean/bahamas/
Bahamas National Trust
www.bnt.bs
The Bahamas Environment Science
and Technology Commission
(BEST) www.best.bs
Internet sources e.g.
www.sandwatch.org
www.unfcc.org www.ippc.ch ;
Bahamian governmental and non
governmental environmental
protection agencies.
Bahamas Environmental Handbook
(BEST Commission)
Rubric for assessing research
Textbooks
Rubric for assessing visual display
Rubric for assessing oral
presentations.
Sandwatch manual Gillian Cambers and Paul Diamond
98
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 12
UNIT: ENVIRONM ENTAL BIOLOGY
TOPIC: HUMAN IMPACT ON THE ENVIRONM ENT
LEARNER OUTCOM ES
CONTENT
Use data to form a conclusion on
Conch middens give an indication of the
the capture of juvenile and adult
state of the conch fisheries over the
conchs.
years and the extent to which juvenile
conch are being fished in a particular
area at a particular time.
ACTIVITIES
· Collect data on juvenile and
·
·
·
Estimate the size of a bead
(representing fish population).
Methods used to estimate fish
populations and the use of these
methods in research.
·
·
Analyze the trends of catches of
commercially important fisheries
resources in The Bahamas over the
last 3 decades.
Fisheries management be necessary in
order to maintain yields (catches) from
that particular fisher Review the range
of regulations that exist for
commercially important species in the
Bahamas including licenses, closed
season, closed areas, gear restriction,
catch restriction, effort restriction and
size limits. Define sustainability of
fisheries resources as harvesting in such
a way that ensures long term access to
these resources by local communities.
·
·
·
adult conchs in old and new
middens;
Display information in an
interesting manner.
Review collected data and
compare recent data with
older records.
Use data to form a conclusion
on the capture of juvenile and
adult conchs.
Perform activity to simulate
the technique and process of
mark and release to estimate
a fish population
Estimate the population size
of one type of “fish”.
Construct graphs to show the
catches of commercially
important fisheries resources
in The Bahamas over the last
3 decades.
Analyze the trends.
Suggest the implications of
these trends for fisheries
management.
RESOURCES
Treasures of the Sea; BREEF
DURATION: 8 lessons
METHOD OF ASSESSMENT
Rubric for manipulating data
Internet; beads of varying colours
or marbles, large jars or beakers or
paper bags
Clearly stated, valid conclusion
based on data with supporting
reasons.
Process followed
Estimation of population
Statistics - Department of
Fisheries
Rubric for assessing graphs
Identification of trends. Clear
descriptions of trends. Valid
implications with logical reasons.
99
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 12
UNIT: ENVIRONM ENTAL BIOLOGY
TOPIC: HUMAN IMPACT ON THE ENVIRONM ENT
LEARNER OUTCOM ES
CONTENT
Identify the major challenges
“That sustainability of fisheries
faced by the local fishing sector.
resources is harvesting in such a way
that ensures long term access to these
resources by local communities.
The methods used to ensure
sustainable utilization of fisheries
resources such as licensing, gear
restrictions, closed areas and seasons
aim at controlling use without
damaging the resource.
Those fishers should abide by the
regulations set by the authorities.”3
That there are many challenges,
including natural and human
influenced, facing fishermen and
fishing communities including
poaching, overfishing, habitat
degradation, marketing, global
economy
Critically assess the value of
national parks and protected areas
in The Bahamas.
Replenishment, value of marine
protected areas to fishery resources,
25 National Parks; role of Bahamas
National Trust
More than 700,000 Acres protected;
marine and terrestrial sites; New areas
being developed
Marine protected areas (MPA) may
be established for several reasons
3
·
·
ACTIVITIES
Interview local fishermen
and/or hold panel discussion
with local fishermen and
fisheries officer.
Prepare a “did you know?”
infomercial or flyer to make
the public aware of the
challenges faced by local
fishermen.
· Read newspaper articles
and/or internet articles or
attend town meetings called
by non-governmental and
governmental environmental
protection agencies.
· Compare the benefits of
MPAs with the perceived
threats to local fishing.
RESOURCES
wwf. for a living planet
www. david
suzukisuzuki.org/oceans/fishing
Department of Fisheries Personnel
Local Fishermen
DURATION: 8 lessons
METHOD OF ASSESSMENT
Rubric for conducting
survey/investigations
Rubric for assessing visual aids.
GEO Bahamas 2005 – Global
Environmental Outlook
www.best.bs
Bahamas National Trust
www.bnt.bs
MPAs are established for a
Number of valid points stated,
points classified as benefits or
threats.
Introduction to Small Scale Fisheries Manual – Commonwealth of Learning
100
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 12
UNIT: ENVIRONM ENTAL BIOLOGY
TOPIC: HUMAN IMPACT ON THE ENVIRONM ENT
LEARNER OUTCOM ES
CONTENT
ACTIVITIES
Critically assess the value of
including protecting species,
· Identify existing and proposed
national parks and protected areas ecosystems, biodiversity, vulnerable &
protected areas on a map.
in The Bahamas. (cont’d).
rare habitats, breeding & nursery
· Prepare a letter to your
grounds, historical & cultural sites; In
representative supporting or
The Bahamas the MPAs are the
opposing the nearest proposed
marine reserves or marine parks;
ed park in your area, justify
maintain and restore biodiversity and
your position
protect marine habitats; 4 established
marine parks; benefit fisheries through
spillover - movement of adult fish
outside MPA into adjacent fisheries
areas; larval export, target species,
protected within a reserve serve as
breeding stocks, are dispersed outside
of the reserve and mature in other
fisheries areas. First MPA in 1958, the
Exuma Land and Sea Park; marine
area became a no-take marine reserve
in 1986; evidence has shown that
invertebrates and fish are larger and
more abundant, increasing the
population available for the local
fishing industry. MPAs provide place
for education about marine
ecosystems and conservation; serve as
an ecotourism and recreational dive
site.
RESOURCES
DURATION: 8 lessons
METHOD OF ASSESSMENT
Number of MPAs identified.
Correct locations for MPAs.
Position clearly stated, number of
supporting points, points
sequenced to form a compelling
argument.
101
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 12
UNIT: ENVIRONM ENTAL BIOLOGY
TOPIC: HUMAN IMPACT ON THE ENVIRONM ENT
LEARNER OUTCOM ES
CONTENT
Predict the effects of decreasing
Define biodiversity as the variety of
biodiversity in local ecosystems.
life: the different plants, animals and
after researching its importance to micro-organisms, their genes and the
the stability and resiliency of
ecosystems of which they are a part;
ecosystems.
benefits of biodiversity include
biological resources, ecosystem
services and social benefits.
Biological resources include : food for
humans and for cultivated animals
medicinal and pharmaceutical
resources; breeding stocks, population
reservoirs; resources not yet identified
(future resources); wood products
ornamental plants and animals;
Potential agents for crop improvement
or biological control. Ecosystem
services -protection of water resources
; soils formation and protection;
nutrient storage and cycling; pollution
breakdown and absorption;
contribution to climate stability
maintenance of ecosystems; recovery
from unpredictable events. Social
benefits include: research, education
and monitoring; recreation & tourism;
cultural values4
4
·
·
ACTIVITIES
Research the importance of
biodiversity to the stability
and resiliency of local
ecosystems.
Make predictions on the
effects of decreasing
biodiversity in ecosystems.
RESOURCES
http://www.best.bs/Documents/Baha
mas_NBSAP.pdf
The Bahamas Environment Science
and Technology Commission
(BEST) www.best.bs
DURATION: 8 lessons
METHOD OF ASSESSMENT
Rubric for assessing research.
Valid predictions based on
plausible reasons.
http://www.biodiversity.ru/coastlearn/bio-eng/benefits.html
102
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 12
UNIT: NUTRITION AND FOOD SUPPLY
TOPIC: FOOD AND FOOD NUTRIENTS
LEARNER OUTCOM ES
CONTENT
Identify food contaminants.
Viruses, bacteria, protists
Suggest ways to prevent food
contamination.
Create a poster to educate the
public of the importance of food
safety.
Design and conduct a small survey
to determine the extent to which
best food safety practices are used.
Draw conclusions on the extent to
which best food safety practices
are carried out.
The storage, handling and serving of
food must be done very carefully so as
to prevent food contamination. The
presence of microbes on food can
result in illness due to the toxins they
release as they decay the food and/or
transmit diseases.
Best safety practices are the correct
methods of storing, handling and
serving food. Includes cooking and
storing food at the correct
temperature, washing of hands before
handling foods, separating raw animal
food and /or animal waste from ready
to eat food.
·
ACTIVITIES
Brainstorm food
contaminants
·
Identify sources of food
contaminants.
·
Using critical thinking, prior
knowledge or past
experiences, suggest ways to
prevent food contamination.
DURATION: 5 lessons
RESOURCES
METHOD OF ASSESSMENT
Human Biology for The Tropics, P. Major classes of contaminants
Gadd
identified.
Correctly match identified
contaminants with sources of
contamination.
Correct means of food
contamination.
·
Create a graphic organizer to
summarize the ways by
which food can become
contaminated.
· Create a poster to highlight
the importance of food
safety.
· Design a survey questionnaire
· Conduct survey, attempting to
control variables.
· Record data
· Analyse data
Draw conclusions based on
survey conducted.
Rubric for assessing visual aids.
poster paper, markers, magazines
Rubric for assessing visual aids.
Rubrics for assessing
investigations using surveys. .
Valid conclusion based on
results/data collected.
103
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 12
UNIT: NUTRITION AND FOOD SUPPLY
TOPIC: FOOD AND FOOD NUTRIENTS
LEARNER OUTCOM ES
State the guidelines that govern
food imports to The Bahamas.
CONTENT
·
·
·
Research common food additives
found on the labels of certain
foods.
Explain the role of microbes in the
manufacture of foods.
and other ways microbes are
considered useful.
Natural and artificial chemicals are
added to foods for numerous purposes.
These chemicals are known as food
additives. Additives may be used to
add sweetness, flavor, and/or color to
foods. Sometimes they assist in
preserving the foods to increase shelf
life, or to give the food the right
consistency.
Microbes play a very important role
our everyday lives. They are used to
make foods such as butter, yoghurt,
cheese and vinegar, in brewing and
baking, the making of linen and
antibiotics, getting rid of sewage and
in genetic engineering.
·
·
·
·
·
·
·
ACTIVITIES
Discuss the importance of
checking foodstuff brought
into the country.
Find out the role of the
government Food
Technology Lab
State the guidelines that
govern food imports to The
Bahamas.
Research common food
additives found on the labels
of certain foods.
Identify the possible health
effects of each additive.
Construct a table
summarizing: additive,
common food sources, health
effects.
Research the commercial
uses of microbes in the
production of food products
Identify the microbes and
foods made.
Describe the process for the
production of each food.
Prepare a journal or portfolio
showing the role of microbes
in the manufacture of foods.
RESOURCES
Internet
Textbook
DURATION: 5 lessons
METHOD OF ASSESSMENT
· Number of valid points raised.
·
Clearly stated functions.
·
Number of guidelines correctly
stated.
· Rubric for assessing research.
· Number of additives, number of
food sources, correctly
identified health effects.
Internet, resource books
Photos/ illustrations/ transparencies
showing use of modern technology
in agriculture.
Rubric for assessing research
Number of foods identified,
appropriate microbes, correct
manufacturing process with
scientific explanations.
104
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE: 12
UNIT: CELL BIOLOGY AND GENETICS
TOPIC: CELL DIVISION - MITOSIS
LEARNER OUTCOM ES
Compare the appearances of a cell
that is reproducing with one that is
not.
Identify the cell structures that are
involved in reproduction.
Observe diagrams showing stages
in mitosis. and describes what
happens
CONTENT
Nucleus, chromosomes, centrioles,
nuclear membrane
Interphase – resting/non-reproductive
stage.
Stages in mitosis are:
· Prophase
· Metaphase
· Anaphase
· Telophase.
ACTIVITIES
· Observe a photograph of cell
·
·
·
·
·
Summarize what happens in each
stage of mitosis.
RESOURCES
DURATION: 3 lessons
METHOD OF ASSESSMENT
Interphase- cell preparation for
·
division.
Prophase-chromosomes make a copy
of themselves with centromere·
nuclear membrane disappears
Metaphase-chromosomes line up
along equator of the spindle with each
chromatid
attached to a separate spindle fibre by
its centromere
Anaphase-chromatids separate, move
to poles- becomes a separate
chromosome
Telophase-two identical nuclei are
formed with cytoplasm, nucleolus, and
in the process of reproducing
and one that is not.
Note differences.
Identify the cell structures that
are involved in reproduction.
Examine a prepared onion
root tip using lower power of
the microscope.(A simple
drawing beside each
microscope helps students to
focus on relevant part of slide)
Produce a drawing of a cell
cycle.
Observe stages of mitosis
under microscope
Make annotated drawing
(diagram) of each phase of
mitosis.
Develop a mnemonic device
for each stage.
Differences identified
Textbook
Worksheet
Prepared slides of L.S. root tips.
Wall charts, large models
(plasticine models of chromosomes),
chalkboards diagrams, microscope
Mitosis Flip Books, models,
transparencies, textbook, CXC
Biology
Structures identified
Correctly use of the microscope to
observe stages in mitosis and
Accurately completes
diagram/drawing of what is seen.
Correctly summarizes all phases of
mitosis, using appropriate
diagram/ drawing.
Internet
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reappearance of nuclear envelope
GRADE 12
UNIT: CELL BIOLOGYAND GENETICS
TOPIC: CELL DIVISION - MEIOSIS
LEARNER OUTCOM ES
CONTENT
Observe prepared slides of the
Follicles can be seen in the ovary in
cross-section of an ovary / testis
cross section. The follicles produce
using microscope.
ova (eggs).
Observe diagrams showing stages
in meiosis.
Suggest how variation in a species
might occur.
Justify the importance of meiosis
being a “reduction division”.
A section across a mammal’s testis
shows the inside of a seminiferous
tubule which produces sperms.
Two different divisions in meiosis :Interphase
Prophase 1
Prophase 11
Metaphase 1
Metaphase 11
Anaphase 1
Anaphase 11
Telophase 1
Telophase 11
Crossing over which occurs during the
first cell division increases variation
within a species by creating new
combinations of genes on
chromosomes.
As chromosomes cross over then they
are no longer homologous.
In meiosis, one diploid cell (2N)
produces 4 haploid (N) cells providing
a way for off springs to have the same
number of chromosomes as their
parents when fertilization occurs .
ACTIVITIES
Make outline drawings of the
cross-section of ovary/testis as
seen under the microscope/
magnifying glass
DURATION: 4 lessons
RESOURCES
METHOD OF ASSESSMENT
Prepared slides of cross section of
Accurate Drawings/
gametes, microscope
Diagrams
Balanced Science - Jones, Jones,
Correct use of the microscope
Marchington &Acaster Book 2
Biology for Life Pg.367
·
Observe diagrams showing
stages in meiosis.
· Make explanatory notes next
to the diagram for each stage.
· Compare and contrast the
same stages in both cycles
(e.g. Prophase I and II).
· Demonstrate cross over
using clay structures
Create a graphic organizer to
suggest how meiosis leads to
variation in a species.
Posters/charts, models, textbook,
Biology The dynamics of Life
Unlabelled diagrams showing the
stages in meiosis.
Use annotated diagram to show
why the chromosome number
must be halved to maintain the
diploid number of chromosomes
in body cells.
Annotated diagrams
Accuracy of similarities and
differences
Clay, plasticine, play dough
Rubric for assessing models.
Poster paper, markers, text books,
internet
Logical suggestion explained
Balanced Science Bk. 2
Accurate annotated diagrams
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Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 12
UNIT: CELL BIOLOGYAND GENETICS
TOPIC: CELL DIVISION - MEIOSIS
LEARNER OUTCOM ES
CONTENT
Compare and contrast mitosis and
Mitosis
Meiosis
meiosis.
1. Genetically
1.Offspring with
identical
variation
offspring
2. One division 2. Two divisions
3. Diploid
offspring
3. Haploid
4. Process
offspring
occurring in
4. Production of
somatic cells gametes
·
·
·
DURATION: 4 lessons
RESOURCES
METHOD OF ASSESSMENT
CXC Biology
Suitable table showing correct
Biology Skills for Excellencecomparisons
Carrington et al
ACTIVITIES
Review information on
mitosis and meiosis
Construct a table to
similarities and differences
Develop a mnemonic device Internet
for the stages of cell division.
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Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 12
UNIT: CELL BIOLOGYAND GENETICS
TOPIC: MONOHYBRID INHERITANC E
LEARNER OUTCOM ES
CONTENT
Formulate a hypothesis as to
A trait is a visible feature.
traits that are inherited.
Formulate a hypothesis as to
The gene is the unit of inheritance. Genes
how traits are inherited.
are found on the chromosomes.
Observe inherited monohybrid
Characteristics which are passed on from
traits of students in the
one generation to the next such as tongue
classroom.
rolling, ear lobes, hitchhikers thumb
Observe inherited traits of plants
and animals in the schoolyard.
Use correct terminology in
solving genetics problems.
Solve problems based on
information given for
monohybrid inheritance,
complete dominance.
EXAMPLES: Plants:- leaf shape, color of
parts, life cycle
Animals:- # of legs, wings, type of
skeleton,
Phenotype, genotype, homozygous,
heterozygous, dominant, recessive,
complete, incomplete, co-dominance,
allelomorphic (alleles), P, F1, F2, Punnett
Square, ratio, probability, monohybrid
If two parents are homozygous for a genetically
inherited recessive trait, what is the probability
that they will have a child who does not have
this trait in his or her phenotype?
If two parents are heterozygous for a
genetically inherited dominant trait, what is the
probability that they will have a child together
who has this trait in his or her phenotype?
ACTIVITIES
Formulate a hypothesis as to
traits that are inherited.
Formulate a hypothesis as to
how traits are inherited.
· Identify inherited traits in
students.
· Observe and note the
variations of these traits
among students in the class.
· Construct a table or graph
e.g. bar graph/pie graph
showing the variations.
· Observe plants and animals
in the schoolyard.
· Identify the traits.
· Record traits observed.
· Define common vocabulary
in monohybrid inheritance.
· Use correct terminology in
drill exercises.
· Use correct terminology in
solving genetics problems.
· Solve a variety of genetics
problems using the Punnett
square or crosses to solve
problems to F2.
· Formulate a “what if…
question.
RESOURCES
DURATION: 7 lessons
METHOD OF ASSESSMENT
Plausible hypothesis with reasons.
Plausible hypothesis with reasons.
CXC Human and Social Biology
Identification of traits
Recording of data
Display of data in a suitable table/
bar or pie graph
Photographs, live specimen
Biology – Dynamics of Life.
Traits correctly identified
Clear recording of observed traits.
Correct use of terminology in
solving genetics problems.
Internet
Rubric for assessing problemsolving.
Biology for life
CXC Biology
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GRADE 12
UNIT: CELL BIOLOGYAND GENETICS
TOPIC: MONOHYBRID INHERITANC E
LEARNER OUTCOM ES
CONTENT
Solve problems based on
In the heterozygous condition, there is
information given for monohybrid a “blending” of the genes so that the
inheritance, incomplete
phenotype is in between the two
dominance.
homozygous phenotypic expressions.
The phenotypic and genotypic ratios
are the same.
Solve problems based on
In the heterozygous condition, both
information given for monohybrid phenotypes are shown e.g. red hairs
inheritance, co-dominance.
and white hairs.
The phenotypic and genotypic ratios
are the same.
Design, conduct, and evaluate a
survey of an inherited phenotypic
trait in humans.
Examples: tongue rolling, lefthandness, patent-baldness, red-green
colour blindness, clockwise pattern of
hair, free ear lobes, PTC taster
·
·
·
·
·
·
·
·
ACTIVITIES
Solve a variety of genetics
problems using the Punnett
square or crosses to solve
problems to F2.
Formulate a “what if…
question.
Solve a variety of genetics
problems using the Punnett
square or crosses to solve
problems to F2.
Formulate a “what if…
question.
Choose trait
Take a survey of persons e.g.
left handed or right handed
Record the data.
Analyze the data
State a conclusion as to
which feature appears to be
dominant.
RESOURCES
Internet
DURATION: 7 lessons
METHOD OF ASSESSMENT
Rubric for assessing problemsolving.
Biology for life
CXC Biology
Internet
Rubric for assessing problemsolving.
Biology for life
CXC Biology
5 th. Edition CXC Human and
Social Biology Phil Gadd
Rubric for conducting an
investigation using a survey.
Internet
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GRADE 12
UNIT: CELL BIOLOGYAND GENETICS
TOPIC: MONOHYBRID INHERITANC E
LEARNER OUTCOM ES
CONTENT
Distinguish between the sex and
There are 22 pairs of autosome
other homologous chromosomes in somatic chromosomes and one pair of
humans.
sex chromosomes in humans. Sex
chromosomes are not identical. The Y
is shorter than the X.
Explain how the gender of a baby A X chromosome from each parent
is determined.
would produce a girl (female XX) a X
chromosome from the mother and a Y
chromosome from the father would
produce a boy (male XY).
·
·
·
·
·
Identify examples of sex-linked
traits.
Traits that seem in a higher proportion
in males are termed sex-linked They
are coded by recessive genes as they
only need to be present on the one X
chromosome to be observed. In
females the gene would have to be
present on both X chromosomes. E.g.
heamophilia, red-green colourblindness, patent baldness, sickle cell
anaemia.
·
·
ACTIVITIES
Observe photographs of
human homologous
chromosomes.
Describe the sex
chromosomes
Flip two coins (same type)
with heads representing X
and tails Y for 50 times.
Record the combinations.
Determine the probability of
either gender.
Draw a Punnett Square or
crosses assist in explaining
how the gender of a baby is
determined.
Formulate a hypothesis as to
why certain traits are more
common in males.
Identify examples of sexlinked traits.
RESOURCES
DURATION: 7 lessons
METHOD OF ASSESSMENT
Description of the pairs of
chromosomes.
Probability 50%
Plausible hypothesis with logical
reasons.
Examples correctly identified.
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Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 12
UNIT: CELL BIOLOGYAND GENETICS
TOPIC: MONOHYBRID INHERITANC E
LEARNER OUTCOM ES
CONTENT
Solve monohybrid inheritance
If both parents are carriers of the
problems for sex-linked traits.
recessive
allele for a disorder, all of their
children will
face the following odds of inheriting
·
·
ACTIVITIES
Solve monohybrid
inheritance problems for sexlinked traits.
Formulate a “what if…
question.
RESOURCES
DURATION: 7 lessons
METHOD OF ASSESSMENT
Rubric for assessing problemsolving
it:
Apply the principles of
monohybrid inheritance to the
inheritance of A, B Blood
Grouping.
25% chance of having the recessive
disorder
50% chance of being a healthy carrier
25% chance of being healthy and not
have
the recessive allele at all
The human X-chromosome carries
·
some alleles for which there are no
partners on the Y-chromosome (which
doesn't carry any alleles except those
that decide gender). The result of
·
inheriting an allele like this is different
for males and females, and so the
characters they code for are called
sex-linked characters. A sex-linked
Apply the principles of
monohybrid inheritance to
the inheritance of A, B Blood
Grouping.
Make an oral and visual
presentation describing
monohybrid inheritance.
Life Science Glencoe Science
Rubric for assessing oral and
visual presentations.
Life Science Merrill
Second Edition Biology Exploring
Life- Gil Brum, Larry McKane,
Gerry Karp
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Draft BIOLOGY CURRICULUM
Scope of Work
allele inherited by a male is expressed
even if it is recessive because it is not
hidden by another, dominant, allele.
So almost all that sufferer from this
disease are males.
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Draft BIOLOGY CURRICULUM
Scope of Work
GRADE: 12
UNIT: CELL REPRODUCTION
TOPIC: NUCLEIC ACIDS
LEARNER OUTCOM ES
Formulate a hypothesis about what
makes a person unique.
Classify components of nucleic
acids.
Create a model of the double helix
structure of DNA.
Make an oral presentation
describing the structure of DNA
and RNA
Draw an inference on
reproduction/replication of DNA
CONTENT
The structure of DNA – the
sequence of bases.
Sugars (deoxyribonucleic and
ribonucleic), phosphates,
nitrogenous bases (adenine,
cytosine, guanine, thymine , uracil)
DNA is found in every living
organism and is present in every
cell of the body. The DNA in each
cell contains all the same
information as the original
fertilized egg. The chromosomes
present in the nucleus are made of
DNA (deoxyribonucleic acid).
DNA is made of a double chain
formed by repeating small
chemical units called nucleotides.
Each nucleotide (arranged as in a
ladder- like structure) is made up
of a sugar called deoxyribose, a
phosphate group and a nitrogenous
compound.
As above
The double helix unwinds; new
triads become attached to an
original strand of DNA.
ACTIVITIES
Formulate a hypothesis about what
makes a person unique.
Identify and mark components to
be used in building a DNA
molecule
RESOURCES
DURATION: 1 week
METHOD OF ASSESSMENT
Plausible hypothesis
Styrofoam pieces, plasticine,
toothpicks, pipe cleaners, markers,
molecular models
Correct labeling
Poster paper, yarn
Styrofoam pieces, plasticine,
toothpicks, pipe cleaners, markers,
molecular models
Rubrics for assessing models.
In groups, make an oral (song. skit, Information sheet
story) presentation describing the Textbook, Biology resource books
structure of DNA and RNA
Diagram showing unravelling of
A diagram showing replication.
DNA and new parts being added.
Rubrics for oral presentations.
Create a model of DNA
Inference drawn on reproduction
or replication of DNA.
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Draft BIOLOGY CURRICULUM
Scope of Work
GRADE: 12
UNIT: CELL REPRODUCTION
TOPIC: NUCLEIC ACIDS
LEARNER OUTCOM ES
Compare and contrast DNA
and RNA based on
observations.
CONTENT
CHARACTERISTIC
ACTIVITIES
DNA
Ribose sugar present
RNA
x
RESOURCES
Observe diagrams of RNA and Internet., diagrams
DNA. Note the similarities and
Biology- Dynamics of Life
differences in structure and
appearance in a Venn diagram.
METHOD OF
ASSESSM ENT
Venn diagram showing correct
comparison
Deoxyribose sugar present
x
Sugar linked to phosphate
at one end and nitrogen at
the other
Polymer of nucloetides
x
x
x
x
Adenine
x
x
Uracil
Thymine
x
Two double chains held in
a double helix by hydrogen x
bond
Single stranded
Contains a chemical code
or message which needs to x
be transcribed
x
x
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Draft BIOLOGY CURRICULUM
Scope of Work
GRADE: 12
UNIT: CELL REPRODUCTION
TOPIC: NUCLEIC ACIDS
LEARNER OUTCOM ES
Conduct an investigation to extract
DNA.
Measure materials for the
investigation to extract DNA
Use equipment for the
investigation to extract DNA
Conduct research to find out the
relationship between the structure
of DNA and mutations.
Suggest benefits that have been
derived from knowledge of the
structure of DNA.
CONTENT
ACTIVITIES
Perform an investigation: DNA
Extraction with Kitchen Chemistry
by Donna M. Bronson website:
www.iit.edu/
As above
RESOURCES
Split peas, dish detergent, salt,
toothpicks, meat tenderizer, small
beakers, alcohol, onions, yeast,
broccoli, raw chicken liver,
strainer
Materials listed, measuring cups,
measuring spoons or balance
As above
Conduct research to find out the
relationship between the structure
of DNA and mutations.
Textbook, Biology resource books, The relationship clearly and
Internet
simply stated (with or without
examples)
Measure water, peas, salt
Any occurrence which changes the
sequence of triads or bases on
DNA causes a mutation (change in
features)
Genetic engineering: enhance
positive traits in plants (crops) and
animals; identification of disease
causing genes; medical treatments
etc.
Brainstorming in small groups.
Class discussion.
METHOD OF ASSESSMENT
Steps in instructions followed
Accuracy of measurement.
Correct and safe use of equipment
Plausible benefits identified.
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Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 12
UNIT: CELL BIOLOGYAND GENETICS
TOPIC: MONOHYBRID INHERITANC E
LEARNER OUTCOM ES
Suggest how natural selection
causes resistance to certain
chemicals such as insecticides by
insects or antibiotics by bacteria.
CONTENT
Variation is the phenotypic differences
among individuals in a population.
There are two types of variation
continuous and discontinuous
variation.
For some insects, DDT is a poison.
For others, DDT- When DDT was
introduced into the ecosystem
resistance to DDT was a favorable
variation for insects resistant insects it
was harmless.. They then were able to
survive and reproduced while others
without this variation died.
Where antibiotics are used many
bacteria died. But antibiotics-resistant
bacteria survived and reproduced and
produced bacteria with that variation.
ACTIVITIES
RESOURCES
Observe photographs of different Glencoe Biologyorganisms in different habitats
An everyday Experience ,
and their adaptations which help Science.glencoe.com
them to survive there.
Biology- Dynamics of Life
Examples :
Biggs Kapicka Lundgren
Large teeth and claws,
camouflaging and mimicry
Photographs showing adaptations
DURATION: 7 lessons
METHOD OF ASSESSMENT
Plausible suggestions
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Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 12
UNIT: RESPONSE IN PLANTS AND SIMPLE ANIMALS
TOPIC: TROPISM
LEARNER OUTCOM ES
Observe various types of tropism.
Conduct an experiment to see if a
plant will truly grow and move in
response to sunlight.
Draw conclusions about the
response of shoots to light stimuli
after conducting a suitable
experiment.
CONTENT
A Tropism is the growth and
movement of a plant in response to a
stimulus. There are many types of
tropism and they are: Thigma-tropism
(stimulus is temperature),
hydrotropism (stimulus is water),
phototropism (stimulus is sunlight),
geotropism (stimulus is gravity).
Tropism can be positive (growth
occurs in the direction of the stimulus)
or negative ( growth occurs in the
direction opposite the stimulus).
Auxin is a hormone found in the tip of
the shoot of a plant and it aids in
growth and movement of a plant in
response to a stimulus. In
phototropism, there is one side of a
shoot that may receive more sunlight
than the other. Auxin diffuses down
the shoot causing the cells in the dark
to grow faster and becoming more
elongated. This actually causes the
bending of the shoot towards sunlight.
When the shoot bends in direction of
the stimulus it is said to be a positive
response.
(see previous content)
·
·
ACTIVITIES
Students can walk around
the campus and identify
plants that they feel are
growing positively towards
the sunlight.
RESOURCES
Instructional aides showing pictures
of how plants move and grow in
response to various tropisms
DURATION: 5 lessons
METHOD OF ASSESSMENT
Quiz, homework, tests pertaining
to concepts on tropism
Use concept map to explain
what tropism is and to
identify the different kinds
Plan and conduct an
investigation to see how a plant
will grow and move in response
to sunlight.
Seeds
Soil
Water
Box with a window/ opening to one
side
Completion of an experiment with
detail observations and
conclusions about if a plant grows
and moves in response to sunlight
Homework, class work,
worksheets on phototropism
·
Investigate if the shoot of a
plant would bend towards
the light.
Biology For Life text book
Plants
Lamps
Cardboard box
Use scoring rubric to assess
experimental report.
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Draft BIOLOGY CURRICULUM
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· Investigate how sunlight
Scalpel
GRADE 12
UNIT: RESPONSE IN PLANTS AND SIMPLE ANIMALS
TOPIC: TROPISM
LEARNER OUTCOM ES
CONTENT
ACTIVITIES
effects the growth and
movement of a plant.
Design and conduct an experiment
to investigate a seedling’s
response to gravity
See previous content
Observe the response of
seedling when positioned a
different directions in relations
to gravity.
Recognize and control variables
during the investigation of
seedlings response to gravity.
Geotropism is the type of tropism that
responds to gravity. Gravity always
acts downward on objects. Hence
growth in response to gravity shall
always occur in the downward motion;
growth occurring opposite to gravity
would be considered negative geotropism.
Inside the tip of the shoot is where
auxin (the hormone that controls
growth and movement within plants)
is found. Removal of the tip of the
shoot would result in stagnant or a halt
in growth and movement of a plant
upwards, however, lateral buds will
Conduct an experiment
observing the effect of gravity
on seedlings whiles keeping
variables such as soil content/
quality and water content
consistent.
Design and conduct experiment to
investigate the effect of growth of
a seedling by cutting off its shoot
and or terminal bud.
Conduct an experiment to
investigate the effect of growth
of a seedling by cutting off its
shoot and or terminal bud.
RESOURCES
Ruler
Seeds
Potted pots
Biology for life
Bean seeds
Potted soil
Potted pots
Light (lamp/ sun)
Kilnostat ( cylindrical chamber that
can rotate)
Cork
Pin
Ruler
Beaker
Cotton wool and Cardboard box
Six bean seeds
Biology for life
Petri Dish
12 seedlings of wheat, maize or
barley
Scissors
Ruler
Biology for life
DURATION: 5 lessons
METHOD OF ASSESSMENT
Use scoring rubric to assess
experimental report.
Use scoring rubric to assess
experimental report.
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Scope of Work
give rise to side branches.
GRADE 12
UNIT: RESPONSE IN PLANTS AND SIMPLE ANIMALS
TOPIC: TROPISM
LEARNER OUTCOM ES
CONTENT
Observe what happens when the
tip of the shoot is cut off.
Observe the response of hog lice
to light stimulus.
Some organism such as woodlice
Observe hog lice response to
move away from light stimulus. When light stimulus and record
the organism move its body away
observations.
from the stimulus this is a tactic
response. Woodlice demonstrates a
negative photo-tactic response to light.
Draw conclusions on how hog lice
responds to light stimulus based on
experiment.
Draw conclusions about the
response of seedlings to gravity
after conducting a suitable
experiment
ACTIVITIES
Cut the tip of the shoot off.
Observe what happens to the
shoot in terms of growth. Place
the tip back onto the shoot.
Observe what happens to the
shoot.
Identify the effects of gravity on
seedlings (geotropism).
RESOURCES
Shoot of a plant
Razor
Scalpel
Biology for live
Lamps
Hog lice
DURATION: 5 lessons
METHOD OF ASSESSMENT
Complete report of observations
and conclusions as to what
happened and why
Correctly assess observations
Draw conclusions on how hog
lice responds to light from data
recorded.
Provides logical and accurate
conclusions.
Create a pamphlet and present a
5 minute oral presentation
explaining the differences
between negative and positive
geotropism
Completion of a full experimental
report with conclusions
Oral presentations
Use concept maps to talk about
positive and negative geotropism
119
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE: 12
UNIT: RESPONSE IN HUMANS
TOPIC: HUMAN SENSE ORGANS AND THE EYE
LEARNER OUTCOM ES
CONTENT
Use a ruler and stop watch to Define irritability, stimuli, response.
investigate reaction time of Identify various stimuli that can cause
classmates to various stimuli different responses based on
(sound, temperature, falling object sensitivity from the eye, ear, and skin.
etc).
Observe a diagram of the eye and The parts of the eye (Retina, cornea,
Identify the parts of the eye.
aqueous humor, vitreous humor, lens,
ciliary muscle, ligaments, sclera,
choroid, optic nerve, blind spot,
yellow fovea, iris, pupil, tear gland,
eye lashes, conjunctiva)
ACTIVITIES
Conduct an experiment using a
ruler and watch to investigate
reaction time of classmates to
various stimuli
Label parts of the eye on an
unlabeled diagram
RESOURCES
Ruler
Watch
Horn/ ice/ pins
Biology for life
Unlabeled diagram of the eye
DURATION: 3 lessons
METHOD OF ASSESSMENT
All experiments are completed in
groups of which a complete report
including conclusion will be
reviewed.
Use rubric to asses experiment
Correctly labels diagram of the eye
Functions of each part of the eye:
Retina: Contains photo receptor cells
that help us to see color and in black
and white; images are formed on the
retina
Compare three diagrams of the eye Cornea: Greatest refraction takes place Using three different diagrams of Three different diagrams of the eye
here, it is clear and transparent; allows the eye from three different
from three different sources;
light to past through to enter the eye
sources, compare the diagrams
internet, textbook
to identify common structures.
Aqueous Humor: Liquid lens that
further helps light to bend
Correctly identifies common
structures of the eye on various
diagrams.
Ciliary Muscles: Assist with
movement of the lens and
accommodation
Iris: Colored part of the eye; contains
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Draft BIOLOGY CURRICULUM
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radial muscles and circular muscles
GRADE: 12
UNIT: RESPONSE IN HUMANS
TOPIC: HUMAN SENSE ORGANS AND THE EYE
LEARNER OUTCOM ES
CONTENT
that regulate the size of the pupil.
When the circular muscle is relaxed
and the radial muscle is contracting
the pupil enlarges; this occurs in dark
light. When in bright light, the circular
muscles contract and the radial
muscles relax resulting in the pupil
getting smaller.
ACTIVITIES
RESOURCES
DURATION: 3 lessons
METHOD OF ASSESSMENT
Optic Nerve: The point where neve
cells leave the back of the eye to
connect to the brain
Blind Spot: The part of the eye where
there are no photoreceptor cells.
Pupil: Regulates the amount of light
entering the eye
Tear gland: Produces tears that help to
clean the eye
Eye Lashes: Also ensure that dust
particles are removed from the eye
Yellow Fovea: The part of the retina
directly behind the lens responsible for
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Draft BIOLOGY CURRICULUM
Scope of Work
receiving light clearly.
GRADE: 12
UNIT: RESPONSE IN HUMANS
TOPIC: HUMAN SENSE ORGANS AND THE EYE
LEARNER OUTCOM ES
CONTENT
Compare three diagrams of the eye Conjunctiva: A membrane that covers
the cornea if inflamed/ infected it
Draw your own labeled diagram of
causes the eye to turn red/ pink i.e.
the eye inclusive of most common
“Pink eye/ conjunctivitis”
structures.
Greatest refraction takes place at the
Observe what happens to the pupil
cornea.
of the eye when in bright light.
ACTIVITIES
RESOURCES
DURATION: 3 lessons
METHOD OF ASSESSMENT
Draw and label a diagram of the
eye with common structures
Paper, pen
Use rubric to assess correctly
labeled diagram.
Use a flash light (or other light
source) to shine on the eye.
Observe what happens to the
pupil.
Flashlight
Paper
Diagram of the eye
Mirror
Biology for life
Correctly states observation and
makes logical conclusions about
what happens to the pupil in bright
light.
122
Use concept map to
sequences on how we see.
Draft BIOLOGY CURRICULUM
Scope of Work
relay Light rays pass through the lens and
Create a concept map to explain
into the eye and are focused onto the
the sequence of how we see
retina. The image on the retina is
upside down due to the actual bending
of light. The brain, once the messages
reach the brain then inverts the image
and we see things right side up.
Normally when a person is looking at
an object from agar, the ciliary
muscles relaxes and pulls the lens into
a flat shape. When an object is being
viewed in close view, the ciliary
muscles contracts and the lens takes
on its normal short round shape. The
movement of the lens in this manner is
called accommodation.
Textbook, paper
Use scoring rubric to assess
concept map.
GRADE: 12
TOPIC: THE SKIN
LEARNER OUTCOM ES
CONTENT
Observe diagram of the skin The skin is a part of the augumentary
identifying its parts.
system and it is the largest organ in
the body. The skin has five main
functions :
1. It protects the body 2. It
camouflages the animal 3. It keeps
water out 4. It is sensitive to stimuli 5.
It keeps the body warm
ACTIVITIES
Label unlabeled diagram of the
skin
RESOURCES
Unlabeled diagram of the skin,
textbook
DURATION: 2 lessons
METHOD OF ASSESSMENT
Correctly labels diagram of the
skin
Label the skin and know its parts (
pores, epidermis, dermis, Layer of fat
123
Draft BIOLOGY CURRICULUM
Scope of Work
(hypo dermis), Hair follicle, sebaceous
gland, sense organ, sweat gland, blood
vessel arteries/ veins/ Hair shaft
Parts Functions:
Epidermis: Consist of several layers of
with new cells are created in the lower
layers and old dead cells rise to the top
layers until they fall off. The
epidermis protects the body and
contain hairs sticking out of it and
pores for the secretion of sweat
Dermis: The second layer /Middle
Layer of the skin;
Hypodermis: Layer of fat
Sweat gland produces sweat
Sebaceous gland produces sebum / oil
to lubricate the skin.
GRADE: 12
TOPIC: THE SKIN
LEARNER OUTCOM ES
Use a table to summarize the parts
of the skin and their functions.
CONTENT
Sense gland/ nerve receptors: Detect
various stimuli
ACTIVITIES
Use a table to summarize the
parts of the skin and their
functions
RESOURCES
Textbook, internet
DURATION: 2 lessons
METHOD OF ASSESSMENT
Correctly summarizes the parts of
the skin and their function.
124
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE: 12
TOPIC: THE SKIN
LEARNER OUTCOM ES
CONTENT
Investigate if the skin is sensitive See content in homeostasis dealing
to temperature
with temperature regulation.
ACTIVITIES
· Conduct and experiment on
skin sensitivity to
temperature.
RESOURCES
Thermometer, Biology for life
Hot water, Beaker, Ice water
Ice, Black cloth
Clock
Hot plate
DURATION: 2 lessons
METHOD OF ASSESSMENT
Use rubric to asses experiments
reports.
· Sensitivity activity: Place
index finger of both hands in
Luke warm water for 2
minutes. Place one index
finger in hot water and the
other in ice water to determine
if the skin can detect various
sensations/ report the response
Write a brief report on each
investigation.
125
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE: 12
UNIT: RESPONSE IN HUMANS
TOPIC: THE EAR
LEARNER OUTCOM ES
CONTENT
Observe diagram of the ear The external ear consists of the
identifying its parts.
External Pinna, Auditory canal and
.
tympanic membrane (ear drum). In the
middle ear you would find the ossicles
(hammer/ malleus, anvil/ incus,
stirrup/ stapes), round and oval
windows. Extending from the middle
ear is the Eustachian Tube. In the
inner ear you will find the cochlea,
auditory nerves and the balance
apparatus (semi circular canals).
ACTIVITIES
Label unlabeled diagram of the
ear.
RESOURCES
Unlabeled diagram of the ear,
textbook, internet
DURATION: 2 lessons
METHOD OF ASSESSMENT
Correctly labels diagram of the ear
Functions of the parts listed:
External Pinna: catches sound waves
and channel them into the ear
Ear Canal: allows sound to enter the
ear
Tympanic membrane: Vibrates due to
sound waves beating against the
membrane; Causes ossicles to begin to
vibrate generating sound waves in the
middle ear.
Ossicles: Three small bones in the
hear that vibrate causing sound waves
to amplify
Eustachian tube: Assist with ensuring
that the pressure in the middle ear is
equal to the pressure on the outside of
the outer ear.
126
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE: 12
UNIT: RESPONSE IN HUMANS
TOPIC: THE EAR
LEARNER OUTCOM ES
Use a table to summarize the parts
of the ear and their functions.
Conduct an experiment to explore .
the sensitivity of hearing based on
location, types of sound and
involvement of both ears and or
one.
CONTENT
ACTIVITIES
Use a table to summarize the
parts of the ear and their
functions
RESOURCES
Textbook, internet,
Conduct an experiment and write students, various noise makers/
a report to investigate the
sounds or musical instruments, ear
sensitivity of various students
plugs
ears based on location, types of
sounds and involvement of both
ears and or one.
DURATION: 2 lessons
METHOD OF ASSESSMENT
Correctly summarizes parts of the
ear and functions
Use rubric to assess experimental
report.
127
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE: 12
UNIT: RESPONSE IN HUMANS
TOPIC: THE EAR
LEARNER OUTCOM ES
CONTENT
Use a concept map to sequentially Sound waves hit against the pinna and
explain how we hear
are directed into the ear through the
auditory canal. The sound waves beat
against the ear drum. In the middle ear
the hammer begins to vibrate causing
the anvil and stirrup to do the same
causing sound waves to be created in
the middle ear and amplified. The
sound waves then travel through the
round window into the inner ear into
the cochlea of which chemical
messages are created and are sent to
the brain through the auditory nerves
and they are interpreted and then we
hear
Using role play simulate the
changes that occurs in the ear
when ascending or descending in
an airplane
When changing altitudes i.e. the
further away we are from earth, the
pressure changes inside the ear.
Whenever the air pressure is greater
inside the ear that outside the ear the
hammer bulges forward. This causes
great pain and if the pressure does not
equalize it can cause the ear drum to
rapture. Pressure is equalized when air
is taken into the Eustachian tube.
ACTIVITIES
Textbook
Using role play simulate the
changes that occurs in the ear
when ascending or descending in
an airplane
RESOURCES
Textbook, internet
DURATION: 2 lessons
METHOD OF ASSESSMENT
Answer key to correctly assess
sequences presented
Use scoring rubric to asses
simulation
128
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 12
UNIT: RESPONSE IN HUMANS
TOPIC: THE NERVOUS SYSTEM
LEARNER OUTCOMES
CONTENT
Use a graphic organizer to show
The Nervous Systems function is
the components of the nervous
to transport messages around the
system.
body. The nervous system has two
systematic parts that work together
Research parts and functions of
and they are the Central Nervous
the Brain.
System and the Peripheral
Nervous system. The Central
Nervous System is made up of the
Brain and Spinal Cord. The PNS
consist of nerves.
The Brain has many functions of
which it mostly helps to control
and regulates what happens to the
body. The main parts of the brain
that students must become familiar
with are: hypothalamus, thalamus,
cerebellum, cerebrum, medulla
oblongata, pons, pituitary gland.
The brain is the softest organ and
its largest part is called the
cerebrum. The brain has two
halves called the left and right
cerebral hemispheres. The left side
of the brain controls the right side
of the body and vice versa. The
brain is protected by the skull and
there is cerebral fluid found in
between the brain and the skull.
This fluid cushions the brain and
acts as a shock absorber for
protection.
ACTIVITIES
Use graphic organizer to show the
components of the nervous system.
Use information from research to
create a pamphlet that shows the
different parts of the brain and
explain how they are important.
RESOURCES
Textbook
DURATION: 6 lessons
METHOD OF ASSESSMENT
Use answer key to assess graphic
organizer.
Textbook, internet
Use rubric to asses pamphlet
Paper containing listing of the
brain parts and their functions. The
teacher will give the students the
function of which they will role
play and the class must guess what
part of the brain carries out that
function.
129
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 12
UNIT: RESPONSE IN HUMANS
TOPIC: THE NERVOUS SYSTEM
LEARNER OUTCOMES
CONTENT
The spinal cord
Comprehend the sequential flow
of an impulse through system parts
i.e. Sense organ > up Spinal Cord
> CNS > Spinal Cord > muscle or
gland by means of various nerve
cells.
ACTIVITIES
RESOURCES
DURATION: 6 lessons
METHOD OF ASSESSMENT
130
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 12
UNIT: RESPONSE IN HUMANS
TOPIC: THE NERVOUS SYSTEM
LEARNER OUTCOMES
CONTENT
Research how the brain and body There are four main categories of
responds to drugs.
drugs and they are stimulants (which
speed up brain activity eg. Cocaine,
Caffeine, Nicotine), Sedatives (slows
down brain activity eg. Alcohol,
Tranquilizers, Hallucinogens (make
one see things that are not there eg.
Marijuana) Pain Killers (suppresses
pain eg. Panadol)
Demonstrate through drama how The reflex arc is the route by which an
impulses are sent to help bring impulse will travel to bring about a
about movement and responses to response to stimuli. The components
various stimuli.
of a reflex arc are: Receptor, sense
organ, sensory neuron, motor neuron,
synapse, and effector.
An effector cell refers to either a
muscle or a gland
Create labeled poster of the three The three types of nerve cells are the
types of nerve cells.
sensory nerve cell, intermediate
neuron, and motor neuron. The main
parts of a neuron are the cell body,
dendrites, nucleus, axon, myelin
sheath, Schwann cells, synaptic
terminal, synapse
There are differences between the
three aforementioned nerve cells in
function and design. Functionally
Sensory Nerve cells take am impulse
from the sense organ to the CNS.
ACTIVITIES
· Research how the brain and
RESOURCES
Textbook, internet
DURATION: 6 lessons
METHOD OF ASSESSMENT
Use rubric to assess infomercial.
body responds to drugs
· Create an infomercial based
on researched information
stating the effects of one or
more drugs on the brain.
Use drama to demonstrate how
impulses are sent to bring about
movement
Diagram/ Transparency showing the Use rubric to assess accurate
reflex arc, textbook, internet
demonstration of the path of
impulses.
Create a poster that can be used
to show the three types of nerve
cells in the classroom.
Diagram of three nerve cells/
Transparency, chart paper, markers/
colouring pencils,
Use rubric to assess poster.
131
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 12
UNIT: RESPONSE IN HUMANS
TOPIC: THE NERVOUS SYSTEM
LEARNER OUTCOM ES
CONTENT
The relay neuron transports the
message between two other neurons
and the motor neuron takes the
message from the CNS to the muscles/
glands.
ACTIVITIES
RESOURCES
DURATION: 6 lessons
METHOD OF ASSESSMENT
In design all three of these nerve cells
have the same parts; however the cell
bodies are located in different places.
Use a graphic organizer to show
the function of each nerve cell.
Create a graphic organizer to
show the function of each nerve
cell
Use rubric to assess graphic
organizer for the functions of each
cell.
132
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 12
UNIT: RESPONSE IN HUMANS
TOPIC: THE ENDOCRINE SYSTEM
LEARNER OUTCOM ES
CONTENT
Observe diagram of the endocrine Endocrine Glands:
system and identify the various A hormone is a chemical messenger.
glands
An endocrine gland is a ductless gland
that makes hormones and releases
them directly into the blood stream.
An exocrine gland is a gland that has a
duct and produces secretions.
ACTIVITIES
Label an unlabeled diagram
identifying endocrine glands
DURATION: 3 lessons
RESOURCES
METHOD OF ASSESSMENT
Unlabeled diagram of endocrine Key to assess correctly labeled
glands
diagram.
Endocrine Glands
Explain using a variety of visual
aids, the effects of too much or too
little hormone produced by
endocrine glands.
Gland
Hormone
Produced
Thyroid
Thyroxin
Pancreas
Insulin
Adrenal
Adrenaline
Ovary
Estrogen
Testis
Pituitary
Testosterone
Gonad
Stimulating
Hormone
Where
gland is
found
In the
lower
throat
Beneath
the
stomach
Above the
kidneys
Lower
abdominal
Scrotum
Explain using visual aids (
picture/ ppt/ videos etc) the
effects of too much or too little
hormone production by
endocrine glands.
Chart showing endocrine glands,
textbook, internet
Use rubric to asses presentation
-Video and pamphlets on
disorders of over and under
production of hormones
produced by Endocrine and
exocrine glands
133
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 12
UNIT: RESPONSE IN HUMANS
TOPIC: THE ENDOCRINE SYSTEM
LEARNER OUTCOM ES
Using a table, show what
hormones are produced by each
endocrine gland.
CONTENT
Thyroid
Stimulating
Hormone
ACTIVITIES
Draw a table to show what
glands produced what hormones.
RESOURCES
Textbook, internet
Draw concept map to distinguish
between exocrine and endocrine
glands.
Textbook, internet
DURATION: 3 lessons
METHOD OF ASSESSMENT
Use a key to correctly assess
content within the table.
Follicle
Stimulating
Hormone
Using concept maps, distinguish
between exocrine and endocrine
glands.
Use a rubric to assess concept map
134
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 12
UNIT: REPRODUC TION
TOPIC: ASEXUAL REPRODUC TION
LEARNER OUTCOM ES
CONTENT
Investigate tuber formation
Root tuber: The adventitious roots
underground.
become swollen with food reserves;
when separated, each gives rise to new
plant developed from bud at tip.
Stem tuber: swollen terminal part of
lateral underground branch, containing
food reserve mainly starch gives rise
to a new plant next year.
Study a living leaf of love bush or `A Bryophyllum leaf is taken from the
leaf of life Bryophyllum pinnatum parent plant and kept on a bed of
to observe asexual reproduction
damp sand will generate around bits
edges. After a while these plantlets
become detached from the parent
plant.
Design and carry out an
investigation to perform stem
cutting of a plant.
Design and carry out an
experiment to see the effects of
grafting two trees together.
ACTIVITIES
Get a stem tuber e.g. potato. Get
a jar/beaker with water. Use 4
toothpicks to pierce the potato
and place it in the beaker with
one end of the tuber touching the
water. Leave for 2 weeks.
Take a Petri dish and half fill it
with damp sand/soil. Remove a
leaf from a living plant of the
Bryophyllum and draw it
carefully Press the leaf gently
into a slight depression in the
soil and leave it in position so it
receives sunlight. Keep the soil
damp. Examine the leaf every 2
days for a month. Record your
observations.
Stem cuttings are short pieces of the
Stem cuttings are placed in a
stem, usually a few internodes long,
well watered and aerated soil for
with two or three leaves at the top end. the development of adventitious
The bottom end is cut obliquely
roots to develop. They can also
through or just below the node, from
be placed into water or rooting
which adventitious roots will arise.
powder applied to the cutting
Grafting involves a cutting, bud or
Get a well developed plant with
plant part, called a scion which is to be a well developed root system.
propagated is inserted into a slit in the Remove the section from the tree
stem of another plant (the stock), and
to be grafted and bound the scion
the joint is bound up to seal it. The
to the area which was removed.
RESOURCES
Beaker/jar, tuber, water
Biology for Life,
DURATION: 6 lessons
METHOD OF ASSESSMENT
Drawings of observations of tuber
formation
Caribbean Biology
Petri dish, sand, water, Bryophyllum
Accurate drawing of leaf
Caribbean Biology
Stem cutting, water, damp soil, pot.
Caribbean Biology.
Experimental report showing
method, results, conclusion,
evaluation of experiment
Bud/plant (scion), binding material,
old plant (stock)
Experimental report showing
method, results, conclusion,
evaluation of experiment
135
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 12
UNIT: REPRODUC TION
TOPIC: ASEXUAL REPRODUC TION
LEARNER OUTCOM ES
CONTENT
stock already has a root system so the scion
is able to grow into a new plant.
Tabulate the differences between
Asexual Reproduction
sexual and asexual reproduction,
Advantages
Disadvantages
highlighting the advantages and
1. large numbers of 1. Overcrowdin
disadvantages.
offsprings
g and
produced
competition
2. Offsprings can
may occur as
be produced
offspring
continuously
colonise the
3. Offsprings can
same area as
make good use of
parent
favorable
2. If the
environmental
environment
conditions
is changing,
4. If parent is of
the offspring
superior quality
may find it
the offspring will
difficult to
be the same
survive
3.If the parent is
of inferior
quality the
offspring will
also
ACTIVITIES
Carefully attach and protect both
exposed areas.
Use a table to show the
advantages and disadvantages of
asexual reproduction and sexual
reproduction.
RESOURCES
CXC Biology
DURATION: 6 lessons
METHOD OF ASSESSMENT
Accurate table showing
differences between sexual and
asexual reproduction and their
advantages and disadvantages
136
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 12
UNIT: REPRODUC TION
TOPIC: ASEXUAL REPRODUC TION
LEARNER OUTCOM ES
CONTENT
Sexual Reproduction
Advantages
1. Genetic variability Disadvantages
of the species is
1.Time and
increased.
energy spent on
2. The species is
seeking mate
more likely to be
able to adapt to a
2. Offsprings are
changing
not produced
environment.
continuously
3. The species may
be able to colonize
new areas
3.Few offsprings
4. If the parents are
may be produced
both of poor quality,
the offspring may be
of better quality.
4. Even if the
parents are of
good quality, the
offspring can be
of poor quality.
ACTIVITIES
RESOURCES
DURATION: 6 lessons
METHOD OF ASSESSMENT
137
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 12
UNIT: REPRODUC TION
TOPIC: SEXUAL REPRODUCTION IN PLANTS
LEARNER OUTCOM ES
CONTENT
Use a scalpel or scissors to dissect Flowers are reproductive structures of
various types of flowers and
plants. Some flowers have only male
identify the parts.
or female structures; some have both.
Each complete flower may be
Observe the parts of various
described as having four
dissected flowers.
whorls/rings(sepals, petals, stamen and
carpel). Description and function of
each part is necessary.
Relate the structure of the floral
parts to their function, showing
adaptations.
Summarize the description and
function of the flower parts.
Use a microscope to observe
pollen and ovules of a dissected
flower.
Use materials to investigate what
makes pollen grains produce a
tube.
Observe a variety of flowers to
determine the agent responsible
for pollination.
Formation of pollen tube after pollen
grain lands on stigma is stimulated by
sugar in the stigma.
Pollen grains are transferred from
anther to stigma by agents such as
wind and insect. Flower parts are
adapted according to the pollinating
agent.
ACTIVITIES
· Use scalpel or scissors to
dissect samples of flowers.
· Identify the parts.
· Observe the individual parts,
noting the adaptations for their
functions.
· Use parts to prepare a collage.
Relate the structure of the floral
parts to their function, showing
adaptations.
Use a graphic organizer to
summarize the description and
function of each flower part.
· Cut thin slices of anthers and
ovaries and observe with
microscope.
· Use microscope to observe
pollen and ovules mounted on
slides.
Place pollen grain on microscope
slides with sugar solution and
observe growth of tube.
· Observe the features of the
flower parts of a variety of
flowers.
· Brainstorm whether or not the
flowers are pollinated by wind
or insect.
RESOURCES
Scalpel/scissors,
diagram of flower, samples of
flowers,
Flower samples dissected, poster
paper, glue/tape.
DURATION: 6 lessons
METHOD OF ASSESSMENT
· Uses apparatus safely
· Correctly identifies flower parts.
Accurate and neat collage
Text, flower samples
Accurately matches floral parts
with function and adaptations.
Any Text, internet
Correct representation of graphic
organizer.
Slides, microscope, flower samples,
scalpel/knife
· Uses apparatus correctly
· Follows instructions well
Biology for Life – pg. 371;
Slides, microscope, sugar, water,
paint brush
A variety of flowers (both wind and
insect pollinated), ruler, Textbook.
· Follows instruction accurately
· Summarizes results
Correct identification of agent and
logical justification of answer
138
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE 12
UNIT: REPRODUC TION
TOPIC: SEXUAL REPRODUCTION IN PLANTS
LEARNER OUTCOM ES
CONTENT
Classify a variety of flowers
according to the type of
pollination.
Observe local fruits and seeds to
determine method of dispersal.
Classify local fruits and seeds
according to dispersal methods.
Seeds and fruits are dispersed
(scattered) by several methods which
include water, animals, explosive
mechanisms and wind. The seeds and
fruits are specially adapted for the
dispersal methods.
Produce a
chart/pamphlet/handbook/power
point presentation etc. to show the
dispersal methods and adaptations
of the local fruits and seeds.
Plan and carry out an experiment
to find out the conditions
necessary for germination.
Recognize variables in the
investigation to find out conditions
necessary for germination.
Seeds need certain conditions to
germinate or develop into seedlings.
These conditions include moisture,
suitable temperature and oxygen.
ACTIVITIES
Construct a suitable table
classifying the flowers observed
by agent of pollination.
RESOURCES
DURATION: 6 lessons
METHOD OF ASSESSMENT
Suitable table correctly grouping
flowers
Observe some local fruits and
seeds and determine their
method of dispersal.
A variety of local fruits and seeds
that represent different methods of
dispersal.
Correctly identifies method of
dispersal
· Construct a suitable table
Textbook, ruler
classifying fruits and seeds
according to method of
dispersal.
· State features of fruits/seeds
which adapt them for their
method of dispersal.
Use observations made to
Produce a
chart/pamphlet/handbook/power
point presentation etc. to show
the dispersal methods and
adaptations of the local fruits
and seeds.
Design and conduct an
experiment to identify conditions
needed for germination to occur.
Suitable table correctly grouping
fruits and seeds
Photos/actual specimen/drawings of
various fruits and seeds,
Construction/poster paper, crayons,
pencil, glue/tape, computer
Creative and neat presentation
accurately showing how local
fruits and seeds are adapted
according to dispersal method
Seeds, tissue/cotton, containers e.g.
plastic cups, beakers, jars
Written experimental report with
logical plan, organized recording
of results, logical conclusions
based on results, valid sources of
error and improvements.
Correctly identifies variables and
attempts to control them
Identify and control variables in
investigation of germination.
139
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE: 12
UNIT: REPRODUC TION IN HUMANS
TOPIC: THE HUMAN REPRODUCTIVE SYSTEM
LEARNER OUTCOM ES
CONTENT
Use a microscope to observe
Sperm and ova are sex cells or
prepared slides of ova and
gametes. The sperm is a single cell
spermatozoa.
that is very small. Most of the cell is
taken up by the nucleus, which
Compare and contrast the structure contains the chromosomes. The cell is
very active due to the presence of a
of an ovum and a spermatozoon.
long tail. The tip of the head has a
vacuole that contains enzymes. The
ovum is also a single cell, but is much
larger than a sperm. Ova also have a
nucleus containing chromosomes. Its
cytoplasm contains yolk. Ova move
very little, if at all.
Observe diagrams of the male and Ova are made in ovaries. The opening
female reproductive systems and
of the oviduct is close to each ovary.
use correct biological terms to
These tubes lead to the uterus. The
identify the parts.
cervix, a narrow passage leading into
the vagina, is at the base of the uterus.
Make annotated diagrams of the
Spermatozoa are made in the testes,
male and female reproductive
which are held inside scrotal sacs.
systems.
Each testis is made up of hundreds of
tiny seminiferous tubules that lead
into the epididymis. This tube then
leads into the sperm duct or vas
deferens. The sperm ducts from each
testis loop upwards behind the bladder
and join together to form the urethra,
which runs down the penis.
Using a diagram of the male
Sperm are made in the seminiferous
reproductive system, outline the
tubules of the testes. From here, they
route taken by a spermatozoon
travel into the epididymis and then
DURATION: 9 lessons
METHOD OF ASSESSMENT
Correct handling and use of a
microscope
ACTIVITIES
Draw and label structures of ova
and spermatozoa after observing
prepared slides of them under a
microscope.
List similarities and differences
between ova and spermatozoa in
a table format.
RESOURCES
Microscope, prepared slides
Textbooks, Internet
Correct comparison of
spermatozoa and ova in a suitable
table
Observe and identify parts of the
male and female reproductive
systems.
Textbooks
Correctly names the parts of the
male and female reproductive
systems
Draw diagrams of the male and
female reproductive systems.
Textbooks, pencils, paper, markers,
colored pencils
Accurate drawings of the male and
female reproductive systems
Use arrows and a diagram of the
male reproductive system to
trace the path of a sperm from
Textbooks, Black/Whiteboard,
chalk, markers, colored pencils
Correct pathway of sperm from
testes to the urethra
140
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE: 12
UNIT: REPRODUC TION IN HUMANS
TOPIC: THE HUMAN REPRODUCTIVE SYSTEM
LEARNER OUTCOM ES
CONTENT
from its site of production to its
into the sperm ducts. Sperm then
release from the male’s body.
travel down the urethra, which opens
to the outside of the body, and are
deposited into the top of the vagina.
Using a diagram of the female
When a male is sexually excited, his
reproductive system, outline the
penis becomes erect and can then be
route taken by a spermatozoon
placed inside a female’s vagina.
after it is ejaculated into the vagina Muscles around the sperm duct and
until it fertilizes an ovum.
urethra begin to contract rhythmically,
and push the semen out of the urethra
into the top of the vagina near the
cervix. The sperm swim up through
the cervix and uterus, into the oviduct.
If an egg is in the oviduct, sperms
cluster around it, and one of them
penetrate the surface membrane of the
egg. The nuclei of the sperm and egg
then fuse together.
Using a diagram of the female
Once every 28 days, one of the eggs in
reproductive system, outline the
one of the ovaries moves to the edge
pathway taken by an ovum after it of the ovary and eventually bursts out.
is released from the ovary until it
The egg is caught in the opening of
is implanted into the uterine lining. the oviduct. The cilia and contraction
of muscles in the oviduct slowly
sweep the egg towards the uterus. If
the egg was fertilized while in the
oviduct, it divides into a hollow ball of
cells called an embryo. When it
reaches the uterus, the embryo sinks
into the uterine lining.
ACTIVITIES
the testes out of the urethra
RESOURCES
DURATION: 9 lessons
METHOD OF ASSESSMENT
Use arrows and a diagram of the
female reproductive system to
trace the path of a sperm from
the vagina to the fallopian
tube/oviduct.
Textbooks, Black/Whiteboard,
chalk, markers, colored pencils
Correct pathway of sperm in
female reproductive system
Use arrows and a diagram of the
female reproductive system to
trace the path of an ovum from
the ovary to the uterus.
Textbooks ,Black/Whiteboard,
chalk, markers, colored pencils
Correct pathway of ovum from the
ovary to the uterus
141
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE: 12
UNIT: REPRODUC TION IN HUMANS
TOPIC: THE HUMAN REPRODUCTIVE SYSTEM
LEARNER OUTCOM ES
CONTENT
Create a poster illustrating
Males – acne, facial and chest hair,
secondary sexual characteristics in voice deepens, shoulders broaden,
males and females.
pubic hair, penis enlarges, production
of sperm and testosterone
Summarize the events of
fertilization.
Observe a diagram of the placenta
and umbilical cord, examining
their special features.
Relate the structure of the placenta
to its role in absorption, gas
exchange, and excretion.
Females – acne, breasts develop, hips
widen, pubic hair, maturation of ova,
secretion of oestrogen and
progesterone
Fertilization is the fusion of the male
nucleus with the female nucleus. It
occurs in the oviduct. Once sperm
reach the ovum, each attaches itself to
the ovum, but only one penetrates its
membrane. Enzymes in the head
(acrosome) of the sperm break down
the wall of the egg, preventing other
sperm from entering. The nucleus of
the sperm then fuses with the nucleus
of the egg.
The placenta is the life support system
of the embryo. The placenta is a
flattened, circular disc that contains
blood spaces and thousands of tiny
folds called villi. The large surface
area of the villi in the placenta
facilitates the passage of materials
between the mother and embryo.
ACTIVITIES
Create a poster illustrating
secondary sexual characteristics
in males and females.
RESOURCES
Textbooks, Poster paper, markers,
colored pencils, craft materials,
scissors, glue
DURATION: 9 lessons
METHOD OF ASSESSMENT
· Presentation of poster
· Ability to accurately describe
and explain changes males and
females undergo during puberty
Summarize the events of
fertilization.
Textbooks
Correctly explains what occurs
when a spermatozoon fertilizes an
ovum.
Identify the special features of
the placenta and umbilical cord
and relate these to their function.
Explain how the placenta is
adapted for its role after
observing a diagram of the
placenta and umbilical cord.
Textbooks, Internet, Diagrams of the Correctly states the special
placenta and umbilical cord
features and functions of the
placenta and umbilical cord.
Correctly explains how the
placenta is adapted for its
functions of absorption, gas
exchange, and excretion
142
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE: 12
UNIT: REPRODUC TION IN HUMANS
TOPIC: THE HUMAN REPRODUCTIVE SYSTEM
LEARNER OUTCOM ES
CONTENT
Compare the composition of blood The umbilical artery and vein run
in the umbilical artery and the
inside the umbilical cord, which
umbilical vein.
connects the embryo to the placenta.
The embryo’s blood capillaries in the
villi connect up to the umbilical artery
and vein. The umbilical artery carries
blood from the embryo to the placenta.
The umbilical vein carries blood from
the placenta to the embryo.
Using graphs of the menstrual
The menstrual phase marks the first
cycle, describe and explain the
day of the menstrual cycle. If an egg is
events in the ovary during a cycle. not fertilized, it breaks down. Low
levels of oestrogen and progesterone
cause the lining of the uterus to break
down and pass through the vagina as
menstrual blood. During the follicular
phase, the pituitary produces
Using graphs of the menstrual
increasing amounts of follicle
cycle, describe and explain
stimulating hormone (FSH) which
differences in hormone levels
acts on the ovary, causing several
during a cycle.
follicles, each containing an egg, to
develop. Only one follicle matures.
The ovaries secrete lots of oestrogen,
which causes the uterine lining to
begin to thicken in preparation for a
potential fertilized egg. During the
ovulatory phase, the hypothalamus
and pituitary secrete release a surge of
luteinizing hormone (LH) which
causes the mature follicle to burst and
release the egg. The egg begins to
ACTIVITIES
Tabulate the differences in
composition of blood in the
umbilical artery and vein.
Use graphs of the menstrual
cycle to explain what happens to
the uterus in the different phases.
RESOURCES
Textbooks
Graph of the menstrual cycle
showing events in the ovary
DURATION: 9 lessons
METHOD OF ASSESSMENT
Accurately compare the
composition of blood in the
umbilical artery and vein; Account
for differences in relation to the
general rule of circulation
· Accurate drawing of graphs of
the menstrual cycle, illustrating
different events in the ovary.
· Correctly explains events in the
Use graphs of the menstrual
cycle to describe and explain the
differences in hormone levels.
Graph of the menstrual cycle
showing differences in hormone
levels
ovary during the menstrual
cycle
· Accurate drawing of graphs of
the menstrual cycle, illustrating
changes in hormone levels
· Correctly explains how and why
hormone levels change during
the menstrual cycle
143
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE: 12
UNIT: REPRODUC TION IN HUMANS
TOPIC: THE HUMAN REPRODUCTIVE SYSTEM
LEARNER OUTCOM ES
CONTENT
Using graphs of the menstrual
divide as it travels down to the uterus.
cycle, describe and explain the
In the luteal phase, the ruptured
events in the uterus during a cycle. follicle develops into the corpus
luteum which secretes increasing
amounts of progesterone. The
progesterone causes the uterine lining
to thicken further. If the egg is
fertilized, it attaches itself to the
uterine wall and begins to develop into
a foetus.
Summarize the events of birth.
There are three main stages in the
birth of a baby. They are:
Dilation of the cervix
Delivery of the baby
Delivery of the afterbirth
Compare the health of offspring
Pregnant women should avoid several
from females who abuse/do not
things. Cigarette smoke contains many
abuse drugs and explain the effects harmful substances which can cross
of drug abuse on the foetus.
the placenta and get into the baby’s
blood. Carbon monoxide combines
with the haemoglobin in the baby’s
Describe the relationship between RBCs and prevents the foetus from
drug abuse during pregnancy with obtaining sufficient oxygen. This
causes babies to be smaller at birth
health and birth weight of foetus.
and be more prone to infections than
other babies. Alcohol also easily
crosses the placenta into the baby’s
blood. It affects the developing brain
and causes the baby to be very ill.
Many drugs harm the growing foetus
and cause addiction.
ACTIVITIES
Use graphs of the menstrual
cycle to describe and explain the
events occurring in the uterus
during a cycle.
RESOURCES
Graph of the menstrual cycle
showing events in the uterus
DURATION: 9 lessons
METHOD OF ASSESSMENT
· Accurate drawing of graphs of
the menstrual cycle, illustrating
the build-up and repair of the
uterus.
· Correctly explains events in the
uterus during the menstrual
cycle.
Outline the events in the birth of
a baby from the time the mother
feels labour pains to the time the
afterbirth is expelled from the
mother.
Summarize the effects of
smoking or drinking alcohol
during pregnancy on the
likelihood of a baby being born
early or dying just before or just
after birth.
Prepare a news bulletin or
infomercial dissuading pregnant
women from engaging in
smoking or drinking alcohol.
Textbooks
Correctly explains the events of
birth
Textbooks, Internet, Scientific
journals
· Accurate comparison of
offspring
· Adequately explains the effect
Textbooks, Internet
of drug abuse on a developing
foetus
Accurate explanation of the effect
of pregnant women abusing drugs
on the health and birth weight of
the foetus
144
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE: 12
UNIT: REPRODUC TION IN HUMANS
TOPIC: THE HUMAN REPRODUCTIVE SYSTEM
LEARNER OUTCOM ES
CONTENT
Compare the contents of breast
Breast milk is the ideal form of
and cow milk and use the
nutrition for human babies. All of its
information obtained to create a
components, including lactose,
pamphlet educating the public
protein, and fat are easily digested by
about the importance of breast
a newborn’s immature digestive
feeding.
system. The iron in breast milk is
more easily absorbed than the iron in
cow’s milk or formula. Breast milk
also contains the vitamins and
minerals a newborn requires, and
hence, they have fewer allergies and
hospitalizations later in life and are
less likely to be overweight. Breast
milk also helps to prepare a baby’s
immune system to protect against
viruses and bacteria and the antibodies
present help lower the occurrence of
ear infection, diarrhea, constipation,
respiratory infections, meningitis,
asthma, diabetes, obesity, and sudden
infant syndrome (SIDS). Breast milk
doesn't cost a cent, is always fresh and
available, and is the right temperature.
Classify methods of birth control
Birth control is any method that
as natural, mechanical, chemical,
prevents pregnancy. These methods
or surgical.
can be classified as natural (rhythm
method, abstinence); mechanical
(condom, IUD, diaphragm); chemical
(spermicide, pill, shot); or surgical
(vasectomy, tubal ligation).
ACTIVITIES
Tabulate the differences in
composition of breast milk and
cow milk.
RESOURCES
Textbooks, pencil, ruler
Draw up a table summarizing the Textbooks, Internet, pencil, ruler
different methods of birth
control, including the advantages
and disadvantages of each
method.
DURATION: 9 lessons
METHOD OF ASSESSMENT
Presentation and accuracy of
pamphlet
Accuracy of table
145
Draft BIOLOGY CURRICULUM
Scope of Work
GRADE: 12
UNIT: REPRODUC TION IN HUMANS
TOPIC: THE HUMAN REPRODUCTIVE SYSTEM
LEARNER OUTCOM ES
CONTENT
Classify sexually transmitted
Bacterial diseases (gonorrhea,
diseases in a tabular format by the syphilis), Viral diseases (AIDS),
agents (virus, bacterium, or
Fungal diseases (thrush/ Candidiasis)
fungus) which cause them.
A clone is a member of a population
of genetically identical cells produced
from a single cell. After years of
research, many scientists concluded
that it was impossible to clone a
mammal. However, in 1997, the
Defend the legality and morality of Scottish scientist Ian Wilmut cloned a
sheep, Dolly. Similar techniques were
cloning.
then used to clone cows, pigs, mice,
and other mammals. It is now
scientifically possible to clone
humans. However, the use of cloning
technology on humans raises serious
ethical and moral issues and many
persons oppose it.
Research the scientific and
economic impact of cloning and
summarize the findings in a news
bulletin.
ACTIVITIES
Draw a table, classifying STDs
by the agent causing them.
Include symptoms of each
disease, and method of
treatment.
Survey at least ten persons about
their viewpoints on cloning
animals and humans then
prepare a news bulletin
summarizing the scientific and
economic impact of cloning.
· Debate the pros and cons of
cloning humans and other
animals.
· Write a persuasive essay for
RESOURCES
Textbooks, Internet
DURATION: 9 lessons
METHOD OF ASSESSMENT
Accuracy of table
Internet, scientific articles
Rubric to score presentation of
news bulletin
Textbooks, Internet, Scientific
journals
· Rubric to score debate
· Accuracy of content of essay
or against the cloning of
humans.
146