Unit 1: Cells
Duration
15 hours
Key Concept
Related Concept(s)
Global Context
- Personal and cultural expression: the ways we discover and express ideas
Statement of Inquiry
- Modelling alows the specific forms and specialized functions that cells exhibit to be expressed.
Summative Assessment Criteria
ATLs (Skills)
- T (CT) – Use models and simulations to explore complex systems and issues.
- SM (A) – Keep an organized and logical system of information files/notebooks.
- C (C) – Give and receive meaningful feedback.
- SM (A) – Use appropriate strategies for organizing complex information.
Curriculum Standards
- 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. Microscopy has contributed to our knowledge of living things.
All cells can be classified as eukaryotic or prokaryotic, each having distinct properties.
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 (for example, 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.
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.
Models help us to understand complex biological structures.
Unit 2（4）: DNA and Heredity
Duration
10 hours
Key Concept
Related Concept(s)
- Models
- Structure
- Function
Global Context
- Identities and relationships: identity
Statement of Inquiry
- Models can be used to represent the structural and functional relationship between DNA and inherited traits.
Summative Assessment Criteria
ATLs (Skills)
- T (CT) – Develop contrary or opposing arguments.
- SM (O) – Use appropriate strategies for organizing complex information.
- C (C) – Read critically and for comprehension.
- R (ML) – Seek a range of perspectives from multiple and varied sources.
- C – Read a variety of sources for information and for pleasure.
Curriculum Standards
- 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 DNA profiling or fingerprinting produces a pattern unique to an individual that can be used for purposes of identification.
- State that the pattern of nucleotides can be altered by genetic modification.
- Describe the function of DNA as a template for the production of proteins that determine the structure and function of an organism through protein synthesis.
Unit 3: Enzymes
Duration
15 hours
Key Concept
Related Concept(s)
Global Context
- Scientific and technical innovation: the interaction between people and the natural world
Statement of Inquiry
- Scientists use life processes that are the consequence of interactions between molecules to create a variety of everyday products.
Summative Assessment Criteria
ATLs (Skills)
- T (CT) – Use models and simulations to explore complex systems and issues.
- C (C) – Take effective notes in class.
- SM (O) – Set goals that are challenging and realistic.
- R (IL) – Use memory techniques to develop long-term memory.
Curriculum Standards
- Describe enzymes as catalysts that increase the rate of biological reactions 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 catalysis the reaction and that the enzyme is subsequently released unaltered.
- 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, such as fruit juice production or the production of biological washing powder.
Unit 4:Homeostasis
Duration
15 hours
Key Concept
Related Concept(s)
Global Context
- Personal and cultural expression: the ways in which we discover and express ideas
Statement of Inquiry
- Balance in complex organisms requires effective interaction between systems to regulate internal conditions based on feedback.
Summative Assessment Criteria
ATLs (Skills)
- T (CT) – Interpret data
- SM (O) – Understand and use sensory learning preferences (learning styles).
- SM (A) – Practice ‘failing well’
- C (C) – Make effective summary notes for studying.
Curriculum Standards
- Understand the need to regulate the internal environment.
- Describe and explain the equilibrium, detection, and restoration of body temperature, water content of the body, and levels of blood sugar.
Unit 5:Ecology
Duration
15 hours
Key Concept
Related Concept(s)
- Interaction
- Environment
- Energy
Global Context
- Scientific and technical innovation: the natural world and its laws
Statement of Inquiry
- Organisms interact with the natural environment by transferring matter and energy.
Summative Assessment Criteria
ATLs (Skills)
- T (CT) – Identify trends and forecast possibilities.
- S (C) – Give and receive meaningful feedback.
- C (C) – Negotiate ideas and knowledge with peers and teachers.
- SM (O) – Select and use technology effectively and productively.
- SM (O) – Select and use technology effectively and productively.
- R (IL) – Access information to be informed and inform others
Curriculum Standards
- Explore the interdependence of and interaction between populations.
- Analyze limiting factors and growth curves in ecosystems.
- Study patterns of succession in ecosystems.
- Understand the effects of natural events and human activities on ecosystems and our responsibility in managing these effects.
Unit 6: Biodiversity
Duration
10 hours
Key Concept
Related Concept(s)
- Consequence,
- Interactions
- Balance
- Systems
Global Context
- Globalization and sustainability: the impact of decision-making on humankind and the environment
Statement of Inquiry
- Human decision-making impacts upon the effective interactions required within ecosystems to maintain biodiversity.
Summative Assessment Criteria
ATLs (Skills)
- T (CT) –
- C (C) –
- SM (A) –
- R (ML) –
Curriculum Standards
- Define biodiversity and its significance in ecosystems.
- Explore adaptation strategies of organisms to different environments.
- Analyze ecological niches and the roles they play in maintaining biodiversity.
- Investigate the impact of human activities on biodiversity, including hunting, habitat destruction, and invasive species.
- Discuss sustainability practices aimed at preserving biodiversity.
