Biology

Unit 1:Characteristics and classification of life

Duration

Key Concept

• Change

Related Concept(s)

• Form
• Relationships

Global Context

• Scientific and technical innovation

Statement of Inquiry

• The classificaiton of living organisms is a dynamic process that involves both evolutionary relationships and scientific understanding.

Summative Assessment Criteria

• Criterion A

ATLs (Skills)

• S-Manage conflict and work collaboratively in groups.
• C- reading, writing, and using scientific language to communicate information

Curriculum Standards

• CLASSIFICATION AND VARIATION
  List the five kingdoms.
  State examples of features and processes common to organisms belonging to each of the five kingdoms.
  Describe the purpose of classification for a common international nomenclature: facilitating the positioning of new species relative to existing species, allowing or the patterns of evolution to be traced through the kingdoms.
  List the main taxonomic groups as kingdom, phylum, class, order, family, genus, species.
  State that each organism has a name comprising a genus and species.

Unit 2: Organisation of the organism

Duration

20 hours

Key Concept

• Relationships

Related Concept(s)

• Models
• Form
• Function

Global Context

• Personal and cultural expression

Statement of Inquiry

• Modelling alows the specific forms and specialized functions that cells exhibit to be expressed.

Summative Assessment Criteria

• Criterion A
• Criterion D

ATLs (Skills)

• SM-Keep an organized and logical system of information files/notebooks.
  Use appropriate strategies for organizing complex information.
• C-reading, writing, and using scientific language to communicate information

Curriculum Standards

• CELLS AND ORGANELLES
  The cell theory states that:
  • living organisms are composed of cells
  • the cell is the smallest unit of life
  • cells come from pre-existing cells.
  Differentiate between prokaryotic and eukaryotic cells.
  Microscopy has contributed to our knowledge of living things.
  Plant, animal and bacteria cells have similarities and differences in terms of structure and function.
  Cells contain different structures and organelles with specialized functions including: nucleus, cell membrane, cell wall, chloroplast, vacuole, mitochondria, cytoplasm, ribosomes.
  Eukaryotic cells have a common set of organelles,many of which are similar to those in prokaryotic cells.
  Cells may be specialized for specific functions (forexample, leaf cell, root hair cell, sperm cell, red blood cell).
  Many organisms are unicellular (for example, bacteria,yeast, algae). In these unicellular organisms, one cell must carry out all of the basic functions of life.

Unit 3: Cellular processes

Duration

20 hours

Key Concept

• Systems

Related Concept(s)

• Energy
• Balance

Global Context

• Scientific and technical innovation

Statement of Inquiry

• Cellular systems maintain the balance of energy transformations and material transport to sustian life processes.

Summative Assessment Criteria

• Criterion A
• Criterion B
• Criterion C

ATLs (Skills)

• T- creative thinking:make guesses, ask “”what if”” questions and make testable hypothesis”

Curriculum Standards

• PHOTOSYNTHESIS AND CELL RESPIRATION
  Use words and symbols to describe how photosynthesis involves the conversion of light energy into chemical energy.
  State that chlorophyll is the main photosynthetic pigment.
  Outline in simple terms the structure of the leaf as an organ of photosynthesis.
  Explain the role of photosynthesis in the ecosystem and its importance to the world’s human population.
  Outline the effects of temperature, light intensity and carbon dioxide concentration on the rate of photosynthesis.
  Explain how humans can manipulate photosynthesis to their advantage.
  Use words and symbols to describe how cell respiration is the controlled release of energy from organic compounds in cells.
  Describe the importance of respiration in carrying out the characteristics of life.
  MEMBRANE TRANSPORT:
  The cell membrane regulates the flow of substances into and out of the cell.
  The surface area of the cell limits the amount of substances that can flow into and out of the cell.
  The transport of substances into and out of cells during diffusion and osmosis is based on a concentration gradient.

Unit 4:Biological molecules

Duration

hours

Key Concept

• Form and function

Related Concept(s)

• Models and patterns

Global Context

• Scientific and technical innovation

Statement of Inquiry

• The structure and function of biological molecules determine their roles in living organisms and influence health and biological processses.

Summative Assessment Criteria

• Criterion B
• Criterion C

ATLs (Skills)

• T-Apply existing knowledge to generate new ideas, products or processes.
• R-Collect, record and analyze data.

Curriculum Standards

• Macromolecules
  Energy content of food: bomb calorimeter.
  Balanced diet
  Macromolecules: monomers and polymers.
  Carbohydrates and their functions.
  Lipids and their functions.
  Proteins and their functions.
  Adverse effects of malnutrition.
  DNA AND HEREDITY
  Outline that DNA is composed of a double helix.
  Describe that each helix is made up of units called nucleotides.
  State that there are four different nucleotides.
  State that the order of the nucleotides varies between species and between organisms within species.
  ENZYMES:
  Describe enzymes as catalysts that increase the rate of biological reactions in order to make them useful.
  State that enzymes form enzyme substrate complexes when the substrate attaches to the active site.
  Describe this attachment as the Lock and Key Hypothesis.
  State that this catalyses the reaction and that the enzyme is subsequently released unaltered.
  State that enzymes are substrate-specific.
  List the factors that can affect enzyme activity including the effect of concentration of enzyme or substrate, pH and temperature.
  Name three enzymes and their substrates.
  Describe one industrial use of enzymes: for example, fruit juice production or production of biological washing powder.

Unit 5:Systems in plants and animals

Duration

20 hours

Key Concept

• Consequence

Related Concept(s)

• Balance
• Function
• Interaction

Global Context

• Identities and relationships

Statement of Inquiry

• Balance in complex organisms requires effective interaction

Summative Assessment Criteria

• Criterion A

ATLs (Skills)

• T-Use models and simulations to explore complex systems and issues.
  Interpret data.
• SM-Set goals that are challenging and realistic.
  Understand and use sensory learning preferences (learning styles).
• SM-Resilience:
  – Practise “failing well”.
  – Practise dealing with change.

Curriculum Standards

• SYSTEMS
  Understand that there are systems in the body that allow the body to fulfill the requisites of life.
  Understand the structure of the digestive, ventilation and cardiovascular systems and their function in supplying cells with their requirements.
  Outline the digestion, absorption and egestion of food, and the role of enzymes and surface area.
  Outline the process of ventilation and the relationship between form and function of the lungs.
  Outline the mechanism of the heart and the role of blood vessels.
  Outline the role of hormones in homeostasis.
  Outline the role of the nervous system, including sense organs, neurons and the central nervous system (spinal cord and the brain).
  Outline the role of the kidney and liver in excretion.
  Describe the relationship between muscle and bone to explain movement using a hinge joint such as the elbow or the knee.

Unit 6: Ecology

Duration

12 hours

Key Concept

• Connections

Related Concept(s)

• Balance
• Consequence
• Environment

Global Context

• Globalization and sustainability

Statement of Inquiry

• Human decision-making impacts upon the effective

Summative Assessment Criteria

• Criterion D

ATLs (Skills)

• T-Identify trends and forecast possibilities.
• S-Give and receive meaningful feedback.
• C-Negotiate ideas and knowledge with peers and teachers.

Curriculum Standards

• ECOSYSTEMS:
  Definitions of key terms such as individual organism, population, community, ecosystem, biome, biosphere
  Hierarchical structure of ecosystems
  Relationships between and among individual organisms, populations, communities, ecosystems, biomes, and the biosphere
  Ecosystem biodiversity: biotic and abiotic factors
  Interdependence of and interaction between populations.
  Limiting factors and growth curves.
  Patterns of succession in ecosystems.
  The effects of natural events and human activities on ecosystems and our responsibility in managing these effects.
  Observation and analysis of populations (flora, fauna and micro-organisms) in a local ecosystem
  The variety of life on Earth, or in the habitat or ecosystem is referred to as biodiversity.
  Some organisms are better adapted to environments than others. For example, plants will adapt to dry and wet environments to survive.
  Organisms occupy niches with different environmental features. A niche is the position or role of a species or population in an ecosystem in relation to other species or populations
  trees, birds and worms in a forest serve different roles.
  Factors that contribute to the extinction of a species include alteration of habitat, commercial hunting, introduction of non-native species, inadequate control of pests and predators, and pollution.
  ENERGY FLOW IN ECOSYSTEMS:
  Food chain
  Food web
  Energy pyramid

Unit 1: Biological molecules

Duration

20 hours

Key Concept

• Form and function

Related Concept(s)

• Models and patterns

Global Context

• Scientific and technical innovation

Statement of Inquiry

• The structure and function of biological molecules determine their roles in living organisms and influence health and biological processses.

Summative Assessment Criteria

• Criterion A
• Criterion B
• Criterion C

ATLs (Skills)

• T-generate new ideas, products or
  processes.
• R-Collect, record and analyze data.

Curriculum Standards

• MACROMOLECULES
  Energy content of food: bomb calorimeter.
  Balanced diet
  Macromolecules: monomers and polymers.
  Carbohydrates and their functions.
  Lipids and their functions.
  Proteins and their functions.
  Adverse effects of malnutrition.
• DNA AND HEREDITY
  Outline that DNA is composed of a double helix.
  Describe that each helix is made up of units called nucleotides.
  State that there are four different nucleotides.
  State that the order of the nucleotides varies between species and between organisms within species.
• ENZYMES
  Describe enzymes as catalysts that increase the rate of biological reactions in order to make them useful.
  State that enzymes form enzyme substrate complexes when the substrate attaches to the active site.
  Describe this attachment as the Lock and Key Hypothesis.
  State that this catalyses the reaction and that the enzyme is subsequently released unaltered.
  State that enzymes are substrate-specific.
  List the factors that can affect enzyme activity including the effect of concentration of enzyme or substrate, pH and temperature.
  Name three enzymes and their substrates.
  Describe one industrial use of enzymes: for example, fruit juice production or production of biological washing powder.

Unit 2: Inheritance and Genetic Modefication

Duration

hours

Key Concept

• Systems

Related Concept(s)

• Transformation
• Patterns

Global Context

• Orientation in space and time

Statement of Inquiry

• The transformation of genetic material into inherited traits

Summative Assessment Criteria

• Criterion A
• Criterion D

ATLs (Skills)

• T-Practise flexible thinking—develop multiple opposing, contradictory
  and complementary arguments.
• T-Use appropriate strategies for organizing complex information
• S-Listen actively to other perspectives and ideas.Advocate for one’s own rights and needs.
• R-Seek a range of perspectives from multiple and varied source

Curriculum Standards

• INHERITANCE
  Genetic information is contained in DNA.
  Chromosomes are structures of supercoiled DNA found within cells.
  Mitosis leads to the production of cells where the number of chromosomes is maintained.
  The relationship between mitosis and meiosis and reproduction.
  Meiosis leads to the production of sex cells where the number of chromosomes is halved.
  Compare and contrast the advantages and disadvantages of mitosis and meiosis.
  Traits are characteristics that are passed from parent to offspring.
  Genes are sections of DNA that give instructions specifying the traits of an organism.
  Genes are inherited.
  Genes are located at a specific position on a chromosome called a locus.
  Alleles are specific forms of genes. They occur in pairs of alternative forms of genes on the same chromosome and control one trait. Alleles occur in pairs.
  Homozygous pairs have two identical alleles of a gene.
  Heterozygous pairs have two different alleles of a gene.
  Variation occurs in DNA and this leads to different traits.
  Variation may be continuous where traits fall into discrete categories (for example, blood groups).
  Variation may be discontinuous where there is a range of traits from one extreme to another.
  Human chromosomes occur in pairs.
  Homologous chromosomes are pairs of chromosomes with genes for the same characteristics, inherited from both parents.
  DNA mutations may be beneficial or harmful but most are harmless.
  The genotypes and phenotypes of offspring can be determined using a Punnett square.
  Construct and use the monohybrid cross to make predictions on genotypes and phenotypes.

Unit 3: Reproduction,Variation and Selection

Duration

15 hours

Key Concept

• Change

Related Concept(s)

• Form
• Function

Global Context

• Fairness and development

Statement of Inquiry

• Population change is a consequence of the unbalanced opportunities provided by natural
  selection.

Summative Assessment Criteria

• Criterion A

ATLs (Skills)

• T-Gather and organize relevant information to formulate an argument.
  Revise understanding based on new information and evidence.
• R-Access information to be informed and inform others.
  Make connections between various sources of information.
• R-Compare, contrast and draw connections among (multi)media
  resources
• C-Negotiate ideas and knowledge with peers and teachers.
  Make inferences and draw conclusions”

Curriculum Standards

• REPRODUCTION
  Describe a life cycle involving sexual reproduction using the examples of a human and a flowering plant.
  Describe a life cycle involving both asexual and sexual reproductionfor example, an aphid or coral.
  Describe the structure of an insect-pollinated flower.
  Describe the process of pollination, fertilization, seed and fruit formation and dispersal.
  Label a diagram of the human male and female reproductive organs.
  Describe the mechanism of fertilization, copulation, gestation and lactation.
  VARIATION AND SELECTION
  Evolution is the change in the inheritable characteristics of a population over time.
  When gene frequencies change within a population over time, evolution is occurring.
  Artificial selection (selective breeding) is the process of breeding organisms for desired characteristics (for example, dog breeds, wheat, Brassica oleracea)
  Artificial selection provides a model to help understand natural selection.
  Species evolve over time to adapt to environmental circumstances.
  Species that are well adapted to their environment evolve less (for example, species in the order Crocodylia, Ginkgo biloba)
  Species that are not well adapted to their environment may become extinctfor example, dodo (Raphus cucullatus), woolly mammoth (Mammuthus primigenius).
  Adaptations are characteristics that arise because of natural selectionfor example, peppered moths (Biston betularia) adapted a change in colour due pollution during the industrial revolution in England.
  Charles Darwin proposed the theory of evolution by natural selection.
  • Species compete to gain maximal access to resources.
  • Variation occurs naturally in the population of a species due to variations in genes.
  • Individual organisms with characteristics best suited to the environment will survive and reproduce.
  • The genes of successful individuals will be passed on to future generations.
  Mutation, migration and genetic drift also drive evolution.
  Evidence for evolution comes from fossil records (modern horse, Equus ferus caballus).
  Evidence for evolution comes from homologous structures (for example, mammalian forelimbs).
  Evolutionary relationships between species can be shown using branching evolutionary diagrams.

Unit 4 : Coordination Response&Homeostasis

Duration

15 hours

Key Concept

• Systems

Related Concept(s)

• Balance
• Interaction

Global Context

• Identities and relationship

Statement of Inquiry

• Living organisms maintain stability and funciton through coordinated systems that detect changes and maintains homeostasis, ensuring survival in a changing envrionment.

Summative Assessment Criteria

• Criterion B
• Criterion C

ATLs (Skills)

• T-Use models and simulations to explore complex systems and issues.
  Interpret data.
• SM-Set goals that are challenging and realistic.
  Understand and use sensory learning preferences (learning styles).
• SM-Resilience:

– Practise “failing well”.
– Practise dealing with change.

Curriculum Standards

• CENTRAL NERVOUS SYSTEM
  Identify the central and peripheral nervous system.
  Name and identify the different types of neurones.
  Explain the process of the reflex arch and voluntary movement.
  Label the eye and explain how sight works.
  Explain the role of hormones in humans.
  HOMEOSTASIS
  Understand the need to regulate the internal environment.
  Describe that this involves an equilibrium or set point, detection of deviation from the equilibrium or set point and mechanisms that restore equilibrium.
  Understand that the mechanisms that restore equilibrium might be physiological or behavioural.
  Understand the term negative feedback through examples from the nervous systemneurones, hormones and glands.
  Describe and explain the equilibrium, detection and restoration of body temperature, water content of the body and levels of blood sugar.

Unit 5 :Bio-technology

Duration

20 hours

Key Concept

• Change

Related Concept(s)

• Function
• Transformation

Global Context

• Scientific and technical innovation

Statement of Inquiry

• Scientific and technological advances enable societies to use,control and transform the function of organisms and biological molecules.

Summative Assessment Criteria

• Criterion A
• Criterion D

ATLs (Skills)

• T-Evaluate evidence and arguments.
  Formulate factual, topical, conceptual and debatable questions.
  Develop contrary or opposing arguments.
• C-Negotiate ideas and knowledge with peers and teachers.
• R-Access information to be informed and inform others.
  Make connections between various sources of information.”

Curriculum Standards

• Biotechnology uses cellular and biomolecular processes to solve problems and create products.
  Biotechnology can use organisms to make useful food products (for example, yeast to make bread, bacteria to make yoghurt).
  Biotechnology can use organisms to produce fuels and other chemicals and to treat wastes.
  Biotechnology can use enzymes to allow reactions to occur more quickly (for example, proteases and lipases in biological detergents; pectinase to convert pectin polysaccharides to clarify fruit juice).
  Selective breeding is the process of breeding organisms for desired characteristics (for example, disease resistance in wheat, increasing milk yields in cattle herds).
  Genetic engineering is faster and more precise than selective breeding.
  Genetic engineering is the transfer of genes for a desired characteristic from one organism into another (for example, transferring the beta-carotene production trait from carrots to ‘golden rice’ so that humans can convert beta carotene to vitamin A; production of synthetic human insulin using genetically modified bacteria).
  Genetic engineering involves selecting a desired trait and isolating the genes that control the trait.
  The genes are then inserted into the genetic material of another organism and the genetically modified organism replicates.
  Genetic engineering has both potential benefits and risks of potential harmful effects.
  A DNA profile contains information to help identify a person.
  Clones are genetically identical individuals.
  Cloning can occur naturally (for example, asexual reproduction in potato plants; twins) or artificially.
  Artificial cloning involves copying desired DNA fragments, cells or organisms.
  Stem cells are found in all organisms, are the only cells that can divide through mitosis, are not specialized but can specialize to become any type of cell function.
  Stem cells can be used in medical therapies (for example, bone marrow transplantation; other therapies at the research stage, such as those treating Parkinson’s disease and spinal cord injury).