MINISTRY OF EDUCATION CURRICULUM GUIDELINES BIOLOGY GRADES – 10, 11, 12 DEPARTMENT OF EDUCATION 2010 TABLE OF CONTENTS Title Page i Table of Contents ii Acknowledgements iii Ministry of Education (Mission, Philosophy) iv Curriculum (Assumptions, Design) iv Overview (Intent, Planning, Instructions, Evaluation) v Introduction (Rationale, Overarching Goal, Sub-goals, Focus, General Objectives) vii Rationale for Inclusions x Scope and Sequence (Topics and Content) xii Scope of Skills Grades 1 – 12 xvi Scope and Sequence (Skills) 1 Standards and Benchmarks 27 Comparison of Benchmarks for Grade Levels 34 Scope of Work 36 Appendices i. Rubrics for Alternate Methods of Assessment 198 ii. Bibliography 205 iii. List of Instructional Supplies 206 iv. Prerequisites for Tenth Grade 208 v. Pedagogical Information 210 vi. Safety in the Teaching/Learning Environment 221 vii. Evaluation Form 222 ii ACKNOWLEDGEMENTS Committee Pedagogical Information Michelle Bailey Abaco Central High School Sharnell Cox St. Andrew’s High School Primary Science Curriculum 2000, Writers Wenderiah Deleveaux North Andros High School Geraldine Dorsett C. R. Walker Senior High Marjorie English Bimini All Age School Technical Assistance Monique Thompson Queen’s College Patrice Kemp Science & Technology Section Department of Education Vettors Miriam Armbrister Doris Johnson Senior High Coordinator Edna Maxwell Bishop Eldon High School Lionel Johnson College of The Bahamas Louise Barry Education Officer Stephanie Sands Examination and Assessment Division Department of Education Deon Stewart UNDP Global Environment Facility Small Grants Programme Supervisor Proof-reading Leanora Archer Deputy Director of Education Department of Education Margaret Harper-Vassell C. R. Walker High School Biology Curriculum 2010, Grades: 10 – 12 iii MINISTRY OF EDUCATION MISSION STATEMENT The mission of the Department of Education is to provide all persons in The Bahamas an opportunity to receive an education that will equip them with the necessary beliefs, attitudes, knowledge and skills required for work and life in a democratic, Christian society. THE PHILOSOPHY The Department of Education embraces a philosophy that all human beings have an undeniable right to an education, one that will enable them to understand their privileges and responsibilities in the community. The following principles are grounded in the Philosophy: (i) A belief in the ability of the teaching/learning process to unlock and draw out the fullest potential of the individual; (ii) An uncompromising commitment to the pursuit of excellence by teachers, learners and all who are associated with educational enterprises; (iii) A belief in the value of the differing gifts and aptitudes of individuals, and in the importance of these differences in an inter-dependent society; (iv) An appreciation of the natural and cultural heritage of The Bahamas; (v) A recognition of The Bahamas as a part of a wider world community with which it must interact productively. THE CURRICULUM The curriculum developers have adopted, in part, the philosophies of John Dewey that “Knowledge is based on experience caused by the learner being in an active relationship with the environment” and Constructivism by Jean Piaget who proposes that “the learner should be in an environment where they are engaged in questioning, hypothesizing, investigating, debating, analyzing and evaluating.” ASSUMPTIONS The Curriculum Guidelines are based on the assumptions that follow: (i) Students want to learn. (ii) The physical classroom environment as well as experiences both inside and outside the classroom affect learning. (iii) Students have the capacity to construct mental interpretations and concepts of the instructional experiences. (iv) Students have the prerequisite knowledge and skills as outlined in the Appendix IV. Biology Curriculum 2010, Grades: 10 – 12 iv DESIGN The design used for the curriculum guidelines include components of several designs, namely: (i) Backward – initially, the knowledge, skills and attitudes required of students exiting secondary school after completing a three-year Biology Course of study were identified. These served as the basis for the selection of learner outcomes/specific objectives, content, instructional strategies and methods of assessment in the document. (ii) Skills-based – the content is used to develop skills. Consequently, learner outcomes give focus to skills. (iii) Spiral – skills and concepts are developed at each grade level (and as far as possible in successive units). (iv) Multidisciplinary – most skills are applicable in other disciplines in particular, Language Arts, Mathematics, Geography, Family Life as well as Family and Consumer Sciences. Cross references are made to highlight complementary and supplementary information in other subjects (as well as units). (v) Flexible – it allows teachers the latitude to modify the guidelines to accommodate students of high and low ability levels as well as students of different learning styles. (vi) Authentic – the examples, problems and formative assessment used are relevant to the students’ common experiences. OVERVIEW INTENT It is intended that the 1. curriculum would be used by teachers throughout The Commonwealth of The Bahamas to provide a measure of standardized instruction; 2. students having completed the three-year course of study as outlined, will have common knowledge, skills and attitudes relative to a variety of Science topics from the biological science disciplines; 3. students completing this course of study should exhibit a level of Scientific literacy that would enable them to function in first-year tertiary level Biology Courses; 4. student-focused instructional activities facilitate students in assuming responsibility for their learning; 5. the use of these guidelines will provide students with many opportunities and experiences to develop identified skills that are assessed formatively thereby preparing students for summative assessment of the skills in the Bahamas General Certificate of Secondary Education Examinations, thereby increasing their level of success in these examinations. Biology Curriculum 2010, Grades: 10 – 12 v PLANNING Teachers are encouraged to use the curriculum as a guideline for planning lessons. The sequence of learner outcomes in the scope of work allows a number of closely related learner outcomes to be included in one lesson. An example would be an investigation in which several skills (formulating hypothesis, designing and conducting an investigation, using scientific equipment and materials, recognizing and controlling variables, making observations, predicting, collecting and processing data, drawing relevant conclusions) are included. It is important that the learner outcomes included in one lesson facilitate students in developing concepts. In an effort to place more emphasis on students’ active involvement in the teaching-learning process, there are a number of activities that require students to do research or set up investigations, prior to a lesson. It is therefore suggested that when Schemes of Work are developed, such activities requiring prior planning are indicated in an appropriate timeline. Similarly, many opportunities are provided for group work and cooperative learning. It is important that planning includes ample lead time prior to presentations being made. It is recognized that no curriculum guidelines would perfectly suit the pace at which all students master the information and skills. Consequently, there are several activities and/or similar skills outlined for a topic/sub-topic. It is suggested that teachers may omit some of the activities for classes that readily acquire the information and skills while more activities might be used with classes that need more reinforcement. Alternatively, if scheduling makes time a constraint, the number of activities and/or the number of learner outcomes addressing the same skill for a topic may be reduced. While this flexibility allows modifications to meet students’ needs, teachers are advised to ensure that this does not lead to insufficient time being allotted to complete the course of study or a speedy completion with excessive “revision” time. It is essential that lesson planning should be based on students’ need to develop defined skills and/or attitudes as well as knowledge. The time allocation in the curriculum is based on two 70-minute lessons per week or three lessons of 50 minutes each per week for thirty (30) weeks per year. INSTRUCTIONS Throughout the curriculum guidelines there is a dual focus to the suggested instructional strategies: that they engage students actively in the learning process and that they are varied to allow students of different learning styles to benefit. Teachers are therefore encouraged to use the strategies indicated, or similar ones. A concerted effort has been made by science curriculum committees to avoid duplication of information being taught at more than one school level and in more than one subject. While teachers are encouraged to ensure that students derive the maximum benefits from each lesson, care should be taken to avoid automatically re-teaching information and concepts that have been designated to junior high school curricula. In the same manner that there are many common features of the Bahama Islands there are significant differences geographically and in terms of availability of resources. Teachers are therefore encouraged to include local examples in their planning and instructions. Biology Curriculum 2010, Grades: 10 – 12 vi Formative assessment is an integral part of effective planning for instruction and as such should be ongoing. Hence, a variety of means of assessing activities, skill development and learner outcomes are included in the curriculum. It is suggested that these, or similar methods, are used to assess students’ progress in the identified skills, knowledge and attitudes. The traditional methods of assessment utilizing tests containing structured questions and objective/multiple choice questions similar to those used on the Bahamas General Certificate of Secondary Education Examinations should be used more as summative assessments for the end of unit, mid-term and end of term assessment. EVALUATION As this is a draft document to be used and then evaluated, an evaluation form is included. Since the curriculum is being phased in, it is important that teachers complete and submit the Evaluation Form for tenth grade at the end of the first year. Similarly, forms for eleventh and twelfth grades should be remitted at the end of the second and third years respectively. This would enable revisions to be made to each section after the year has passed; thereby avoiding a lengthy and tedious major revision of the whole curriculum at the end of three years. INTRODUCTION RATIONALE FOR SCIENCE EDUCATION IN THE BAHAMAS To provide opportunities that engage and expose all students in The Bahamas to the methodology of acquiring scientific knowledge, attitudes and skills which will enhance critical thinking, problem-solving and organizational skills. In so doing, students will be prepared to work in varied scientific and technological careers in the global environment, as well as realize the impact that they make on the natural world and appreciate the need for conservation. OVERARCHING GOAL To become critical thinkers, problem-solvers, innovators, visionaries, scientifically and technologically literate citizens who will appreciate, interpret and conserve the natural environment. Biology Curriculum 2010, Grades: 10 – 12 vii SUB-GOALS  To develop analytical and evaluative skills thus becoming critical thinkers.  To engage in scientific inquiry (including use of the scientific method) as a means of becoming problem solvers.  To utilize creativity expressions to demonstrate the application of scientific knowledge and principles.  To utilize scientific knowledge and the awareness of technological advances as a means of functioning effectively in the world.  To formulate, present and defend arguments based on facts.  To develop an appreciation for the safe and sustainable use of resources.  To obtain the basic knowledge, skills and attitudes that are necessary for success in Biological Courses of study at the tertiary level.  To develop skills that are necessary for success in entry level Biology-related jobs/careers. FOCUS It is increasingly obvious that in this age of information, no single course of study can provide students with all of the basic information of that discipline. It is therefore necessary, that students are equipped with the skills for acquiring information and processing the information as well as making decisions based on the processed information. The scientific method applied to problem solving highlights the skills that prepare students for life in the community. It is therefore important that all students are provided with extensive opportunities to develop these skills. The combination of topics ensures that students who complete the three year course of study, have a wide background in plant and animal physiology, cell biology and ecology. Biology Curriculum 2010, Grades: 10 – 12 viii GENERAL OBJECTIVES 1. Use materials and scientific equipment correctly and safely. 2. Make observations. 3. Utilize classification process. 4. Make inferences and draw conclusions. 5. Communicate information. 6. Recognize relationships. 7. Measure accurately. 8. Make predictions. 9. Collect, process and interpret data/information. 10. Formulate hypotheses. 11. Recognize and control variables. 12. Design, conduct and evaluate scientific investigations. 13. Formulate models. 14. Apply principles and concepts (scientific & technological) to make products. 15. Make informed, responsible and wise decisions. 16. Pursue new knowledge. 17. Demonstrate critical thinking. Biology Curriculum 2010, Grades: 10 – 12 ix RATIONALE FOR INCLUSIONS Members of the Curriculum Revision Committee reviewed Biology curricula from Canada, United Kingdom and United States of America. A comparative analysis was done for these areas: focus, format, goals, methodologies and content. The results of this analysis were used, in part, to inform this document. Questionnaires designed to seek the input of the public were prepared and distributed to educators, students and other members of the community in Abaco, Mangrove Cay – Andros, Berry Islands, Bimini, Cat Island, Crooked Island, Harbour Island, New Providence and San Salvador. The analysis of data from the completed questionnaires was used in preparing this document. As there is no existing Biology Curriculum, the BGCSE Biology Syllabus 1996 is used for comparison in three areas: (i) Deletions • Characteristics of living organisms are covered in the Primary Science Curriculum. • Classification of organisms is a part of the General Science Curriculum. • The Water, Carbon and Nitrogen Cycles are included in the General Science Curriculum. • Food chains and webs are included as topics in the General Science Curriculum but are integrated in the ecosystems units in this document. • The Conch and Maize have been moved to the General Science Curriculum. • Contraceptives have been designated to Junior High School curricula as well as Health and Family Life Curriculum. (ii) Additions  A brief section on plant excretion has been included for completion in comparative physiology.  Bio-Technology has been included in the curriculum in keeping with content in curricula studied from other countries.  Food safety, food additives, role of microbes in food have been included to reflect the need for emphasis to be placed on the relationship between diets and healthy lifestyles. (iii) Modifications  Parts of a flowering plant, external differences between monocotyledons and dicotyledons are covered in the Primary Science Curriculum. The internal structure of monocotyledonous roots, stems, leaves; dicotyledonous roots, stem, leaves are included in Plant Anatomy.  Ecology has been expanded to include a woodland (pine forests, coppice, drought resistant), biodiversity, national parks and protected areas, and fisheries management.  Cell diversity and organization have been relegated to Junior High School Curricula. Cell Biology has been expanded to include use of macromolecules in the structure and functions of cells, details of meiosis, function of important ions in the cell, Nucleic acids (DNA & RNA) a basic description of structure and function, and genetic engineering. Biology Curriculum 2010, Grades: 10 – 12 x  Food nutrients and the digestive system have been designated to the Junior High School Curricula while human dentition has been designated to the Primary Science Curriculum. However, the specialization of dentition and alimentary canals of carnivores and herbivores are included in this document. Simple chemical composition of food nutrients is included.  Fishing is included with a focus on technology as a means of maintaining sustainable catch, instead of fishing gear which is included in Social Studies.  Agriculture is also included with a focus on the use of technology to maintain yields needed to feed an increasing population instead of focusing on the effects on the environment of bad agricultural practices.  The Human Physiology has been expanded in several topics. Respiration includes the formation and dissociation of ATP as well as the control of breathing. Blood groups have been added to the Circulatory System. The Lymphatic System has been included. The structure of the Human Reproductive System is included in the Junior High School Curricula. However, the development and release of human gametes, structure of gametes, and use of technology in fertilization have been added to the Reproduction Section. Human Growth and Development has defined guidelines. Sexually Transmitted Infections are included in this document. However, with the exception of AIDS the diseases are different from those included in the Junior High School Curricula. The knee joint and muscles have been added as additional effector organs. (iv) Format  The format of the Scope and Sequence allows referencing to the extent to which skills are targeted at each grade level. It also indicates the depth of content to be covered and the order of sub-topics.  The Scope of Work includes learner outcomes, content, student activities, resources and assessment strategies. The learner outcomes have been placed in the first column as a means of emphasizing their importance. A final column has been included with suggested methods of assessment for the learner outcomes and instructional activities. This serves to reinforce focus on the identified skills. In addition, the varied methods of assessment included, represent an attempt to satisfy the overwhelming input from the Public Perception Questionnaire that assessment should not be based exclusively on tests. Biology Curriculum 2010, Grades: 10 – 12 xi SCOPE AND SEQUENCE – TOPICS & CONTENT STRAND GRADE 10 GRADE 11 GRADE 12 ENVIRONMENTAL Mangrove Ecosystems (distribution, abiotic Air Pollution (main pollutants- exhaust fumes, Biodiversity: Importance of, threats to and BIOLOGY factors, zonation, identification, food webs, carbon dioxide, sulphur dioxide, CFCs, sources, protection of biodiversity in The Bahamas (habitat reproduction, adaptations of mangroves, effects, control); destruction, pollution, exotic/invasive species, role/importance of mangroves, economic Land Pollution (main pollutants, sources, effects, over-harvesting); importance mangroves, threats to and control); National Parks and Protected Areas: Marine protection of); Water Pollution (main pollutants - sewage, oil, Reserve Networks in The Bahamas (existing and Coral Reef Ecosystems (distribution, abiotic metals and chemicals, agricultural chemicals - proposed locations), objectives and benefits, factors, reef formation, food webs, pesticides and fertilizers, sources, effects, control, Terrestrial Parks and Preservation; adaptations of reef organisms, economic bioaccumulation, eutrophication, effects of marine Fisheries Management: Status and conservation importance, threats to and protection of); debris); of: Nassau Grouper (Ephinephalus striatus), Queen Rocky Shores (abiotic factors, zonation, Ozone Depletion (cause, effects, control); Conch (Strombus gigas), Spiny Lobster Panulirus adaptations, importance of, threats to); Global Climate Change (greenhouse effect, argus), Bone Fish, and Stone Crab. Sandy Beaches (abiotic factors, zonation, “enhanced” greenhouse effect, global warming, adaptations of sandy beach organisms, cause, effect, control). importance of, beach erosion, threats to and protection of); Pine Forests or Coppice or Drought- Resistant Woodland (description of each type, islands where each type of vegetationis found, detailed study of one type of inland vegetation – inhabitants, food webs, threats, protection). Biology Curriculum 2010, Grades: 10 – 12 xii SCOPE AND SEQUENCE – TOPICS & CONTENT STRAND GRADE 10 GRADE 11 GRADE 12 CELL BIOLOGY & Cells: distinguish between Prokaryotes Transport in cells: Turgidity and plasmolysis; Nucleic acids DNA (structure and function) and GENETICS and Eukaryotes; organelles (identifying Structure of cells: proteins, macromolecules, RNA function cell parts in detail); specialization of cells; interconversions of carbon based compounds. Genetic engineering: biotechnology (general activity of enzymes in cells. Genetics: Cell division (mitosis and meiosis); definition, genetically modified foods, basics of Reproduction in simple organisms Monohybrid inheritance (complete, incomplete stem cell research); including binary fission in bacteria and and codominance). Variation: mutations, random assortment, amoeba, budding in yeast, spore production continuous and discontinuous variation. in fungi. Diffusion, osmosis and active transport. NUTRITION AND Feeding in animals: comparing the gut Nutrients in food: (Elements that make up organic Food Safety: Food Contamination, Prevention of FOOD SUPPLY and teeth of different animals. food nutrients; food tests for proteins, sugars and food contamination; Agriculture: Effects of deforestation and vitamin C content); Food Additives: Types of additives (including over-use of chemicals, value of technology Photosynthesis: (definition and word and chemical preservatives), their purpose, health problems for food production (herbicides and equations), Limiting factors affecting photosynthesis associated with additives; pesticides); examples of drip irrigation, (effects of temperature, light intensity, carbon Role of Microbes in Food Production: brewing, hydroponics, genetic engineering); selected dioxide concentration and availability of water on making yoghurt, bread. staple crops e.g. maize & soya. rate of photosynthesis); Fishing: Effects of overfishing, illegal Comparison of respiration and photosynthesis; methods of fishing, their effects on marine Mineral requirements for plants (Importance of ecosystems, economic gains of fishermen nitrogen ions, magnesium ions, phosphorus and vs. the long-term effect on marine potassium for various functions; sources of each organisms; mineral; deficiency signs for each mineral). Aquaculture/mariculture (definition, need for, organisms raised, methods used, advantages, disadvantages). Biology Curriculum 2010, Grades: 10 – 12 xiii SCOPE AND SEQUENCE – TOPICS & CONTENT STRAND GRADE 10 GRADE 11 GRADE 12 PLANT ANATOMY Structure of root, stem and leaf: Transport in plants Tropism AND PHYSIOLOGY (Internal and external diagrams, Transpiration: (Definition, mechanism of geotropism, phototropism, role of auxins; significance/function of these structures); transpiration, effects of temperature, humidity and Asexual Reproduction: natural vegetative – e.g. Adaptations of root, stem and leaf: in light intensity on transpiration rate, use of photometer, tubers, runners, stolons, bulbs rhizomes; artificial local plants; wilting process); – grafting/budding, marcotting/air layering, Translocation (Definition, vascular bundle involved, cuttings; use of translocated sugar in plant); Sexual Reproduction –structure & function of Excretion in plants shedding leaves, tannins. flowers, wind and insect pollinated flowers, pollination, fertilization, germination (role of enzymes), fruit and seed development, seed dispersal; Differences between asexual and sexual reproduction, advantages and disadvantages of asexual and sexual reproduction. ANIMAL Respiration – Aerobic and Anaerobic Blood And Circulatory System Reproduction in Humans: ANATOMY AND Definition of respiration, Structure and function of human heart, heart beat, Structure of male and female gametes, PHYSIOLOGY types of respiration, word and chemical pulse rate, artificial pace makers, cardiovascular development and release of sperms, development equations of aerobic respiration and diseases, Blood composition and functions, blood cells of the ovum (Graafian follicle to corpus luteum), anaerobic respiration (yeast and muscle origin, life span & destruction, Blood clotting, blood fertilization, stages of gestation (zygote to birth), cells), comparison of aerobic and anaerobic groups, blood vessels, circulation of blood; in vitro fertilization, Bioethics; respiration; Lymphatic System Growth and Development main features at each Economic importance of anaerobic Diagram of the lymphatic system, location of lymph stage of development – from birth to old age; respiration in yeast (baking, brewing). vessels and lymph nodes, functions of the lymphatic Population growth, economic and social effects; system; Sexually Transmitted Infections (Chlamydia, Comparison of blood, lymph, and tissue fluid. monilia, trichomonas, herpes, HIV/AIDS). Biology Curriculum 2010, Grades: 10 – 12 xiv SCOPE AND SEQUENCE – TOPICS & CONTENT STRAND GRADE 10 GRADE 11 GRADE 12 ANIMAL ATP (formation, function, and storage of Excretion Endocrine System: ANATOMY AND ATP in cells, structure of; Definition of excretion; examples of metabolic waste; Distinguish between endocrine and exocrine PHYSIOLOGY organs of excretion, location; structure and function of glands, compare endocrine and nervous systems, (cont’d) Human respiratory system: (structure, the kidneys, structure and function of the nephron; Endocrine glands (pituitary, thyroid, adrenal, mechanism of breathing, control of kidney failure (transplant and dialysis). pancreas, testes, ovaries), the hormone secreted, breathing rate, gas exchange, diseases of Homeostasis effects of too little/too much hormone; the respiratory system). The kidneys and osmoregulation, control of blood- Nervous System central nervous, brain, spinal glucose, the skin and temperature regulation. cord, peripheral nervous systems - 3 types of neurons, reflex arcs, reflex action, Sense organs: skin, eye, ear, structure and function; Effector organs: arm – flexor and extensor muscles, elbow joint, action of flexing, leg - flexor and extensor muscles, knee joint, action of flexing, role of cartilage, ligaments and tendons. Biology Curriculum 2010, Grades: 10 – 12 xv SCOPE OF SKILLS GRADES 1 – 12 OBJECTIVES GRADES 1 – 6 GRADES 7 – 9 GRADES 10 – 12 Use materials and scientific equipment √ √ √ correctly and safely. Make observations. √ √ √ Utilize classification process √ √ √ Make inferences and draw conclusions √ √ √ Communicate information. √ √ √ √ Recognize relationships (including spatial). √ √ (mainly spatial) Measure accurately. √ √ √ Make predictions. √ √ √ Collect, process and interpret √ √ √ data/information. (not collection) (not collection) (not collection) Formulate hypotheses. √ √ √ Recognize and control variables. √ Design, conduct and evaluate scientific √ √ √ investigations. Formulate models. √ √ √ Apply principles and concepts (scientific & √ √ technological) to create products. Make informed, responsible and wise √ √ √ decisions. Pursue new knowledge. √ √ √ Demonstrate critical thinking. √ √ √ Biology Curriculum 2010, Grades: 10 – 12 Biolog y Curriculum 2010, Grades: 10 – 12 xvi xvi SCOPE AND SEQUENCE (SKILLS) Use materials and scientific equipment correctly and safely GRADE 10 GRADE 11 GRADE 12 • Make a quadrat to survey organisms in an aquatic, • Use materials to illustrate turgidity and plasmolysis in plant • Use equipment for an investigation to extract DNA. coastal or terrestrial ecosystem. cells. • Use a ruler to investigate reaction time of classmates to • Make a fish trap (bottle) to capture fish in a rocky • Use apparatus and materials safely in performing food tests. stimuli. shore or sandy beach. • Use apparatus and materials correctly and safely in an • Use a scalpel, razorblade or scissors to dissect various • Make nets or traps to sample small invertebrates in a investigation to determine the form in which food is stored in types of flowers. terrestrial ecosystem. leaves of a plant. • Use a microscope to observe pollen and ovules of a • Make a line transect. • Use apparatus and materials correctly and safely in an dissected flower. • Use quadrats, line or belt transects to record the experiment to investigate whether light is needed in the • Use materials to investigate what makes pollen grains distribution of plants on the rocky shoreline. production of starch by photosynthesis. produce a tube. • Use equipment to measure temperature (air, sand • Use apparatus and materials correctly and safely in an • Use a microscope to observe prepared slides of ova and surface, 10 cm below surface, water), wind direction investigation to determine whether chlorophyll is needed in the spermatozoa. and wind speed at 3 points along the transect. production of starch by photosynthesis. • Use quadrats, line or belt transects to record the • Use a potometer or the weighing method to determine the distribution of plants on a sandy shoreline. transpiration rate of a plant. • Prepare slides of plant and animal cells. • Use materials correctly and safely to determine from which • Use methylene blue to stain yeast suspension on surface of the leaf transpiration occurs faster. microscope slide. • Use a scalpel or other cutting utensil to dissect the heart of a mammal. • Use a thermometer to measure the temperature of • Use a magnifying lens to observe the structure of the heart. water baths with cold, warm and hot water (enzyme • Use a stethoscope to investigate heartbeat. investigations). • Use a microscope to view prepared slides of blood. • Use apparatus to demonstrate selectivity of the cell • Use a scalpel or other cutting utensil to dissect a kidney. membrane. • Use apparatus and materials to demonstrate osmosis. • Use a microscope to view the internal structures of a monocotyledonous leaf on a prepared slide. Biology Curriculum 2010, Grades: 10 – 12 1 SCOPE AND SEQUENCE (SKILLS) Use materials and scientific equipment correctly and safely GRADE 10 GRADE 11 GRADE 12 • Use materials and apparatus to demonstrate the production of carbon dioxide during aerobic respiration. • Use apparatus and materials provided to demonstrate anaerobic respiration. Biology Curriculum 2010, Grades: 10 – 12 2 SCOPE AND SEQUENCE (SKILLS) Make observations GRADE 10 GRADE 11 GRADE 12 • Identify the locations of coral reefs on a map of the • Make observations of plant tissue in solutions of different • Observe diagrams of RNA and DNA. world and a map of The Bahamas. concentrations. • Observe pictures or samples of genetically modified • Compare photographs of bleached coral and healthy • Observe the effects of varying the concentration of solutions on foods. coral. plant tissues. • Observe photographs or diagrams showing random • Observe the diversity of organisms in the coral reef • Compare the appearances of a cell that is reproducing with the assortment of chromosomes. ecosystem in a virtual field trip. appearances of one that is not reproducing. • Observe photographs of different organisms in different • Draw and label the basic features of Thalassia. • Observe diagrams showing stages in mitosis. habitats and their adaptations which help them to • Observe special features of the substrate of a rocky • Observe prepared slides of the cross-section of an ovary / testis. survive there. shoreline. • Observe diagrams showing stages in meiosis. • Observe food labels to determine food additives in • Observe special features of the substrate of a sandy • Observe inherited monohybrid traits of students in the commonly used foods. shoreline. classroom. • Observe various types of tropisms. • Observe invertebrates in their habitat on a sandy • Observe inherited traits of plants and animals in the schoolyard. • Observe what happens when the tip of a plant shoot is shoreline. • Observe photographs of human homologous chromosomes. cut off. • Examine prepared slides of plant and animal cells with • Observe results of food tests on various food samples. • Observe posters, transparencies or a human torso model microscope. • Observe and record colour of each reagent before and after showing endocrine glands. • Observe cell organelles on photographs or reaction with leaf. • Observe posters, transparencies and a model of the transparencies. • Observe and record colour of both leaves (different conditions) human brain. • Observe a diagram of a bacterial cell and identify cell tested for starch. • Observe diagrams or prepared microscope slides of parts. • Observe plant photographs or specimens showing mineral neurons. • Observe yeast cells reproducing under a microscope. deficiencies. • Observe responses in an experiment to investigate • Observe mould using a magnifying glass or a sample • Observe the part of the vascular bundle which is responsible for reaction time of classmates to various temperatures. on a slide using the microscope. the movement of water through a celery stalk. • Observe responses in an experiment to investigate • Make observations of the action of an enzyme in • Observe what occurs when the bark is ringed / removed from reaction time of classmates to stimuli. different pH, temperature conditions. the stem region of a tree trunk. • Observe a poster and model of human eye and specimen • Observe the external and internal appearance of the human of a mammalian eye. heart. Biology Curriculum 2010, Grades: 10 – 12 3 SCOPE AND SEQUENCE (SKILLS) Make observations GRADE 10 GRADE 11 GRADE 12 • Observe the spreading of a coloured material in water • Observe the internal structure of a mammalian heart. • Compare the skin’s sensitivity to touch on various at different temperatures of water. Observe position of • Observe cross sections of blood vessels. locations on the body. coloured water in osmosis experiment. • Observe prepared slide of blood smear to identify the • Observe what happens to the pupil of the eye when in • Observe the dentition of various types of mammalian components of blood. bright light. feeders. • Observe a comparative table showing composition of blood in • Observe a poster and model of the human ear. • Observe the alimentary canals of various types of the renal artery and vein. • Observe diagrams and a model of the elbow joint. mammalian feeders. • Observe/examine the internal structure of a dissected kidney. • Observe reproductive organs (stigma, anthers), petals, • Observe the external features of a maize and hibiscus • Observe diagrams of a nephron and dialysis machine/outfit. sepals of flowers in diagrams and posters or models. or sea grape leaf. • Observe the parts of dissected flowers. • Observe the internal structures of a dicotyledonous • Observe a variety of flowers to determine the agent leaf on a prepared slide using a microscope. responsible for pollination. • Observe prepared slides of T. S. monocotyledonous • Observe local fruits and seeds to determine method of stem. dispersal. • Observe the internal features of a longitudinal-section • Observe a diagram of the placenta and umbilical cord, of a dicotyledonous stem. examining their special features. • Observe the internal features of a cross-section of a • Observe photographs or posters of fetuses in different monocotyledonous root. stages of development. • Observe the internal features of a cross-section of a • Observe diagrams showing humans at different ages. dicotyledonous root. • Compare the internal features of monocotyledonous and dicotyledonous roots. • Observe the internal feature of a mitochondrion and explain how it is adapted for respiration. • Observe the change in colour of lime water when exhaled air is added to it. • Observe photographs of the lungs of smokers and non- smokers. Biology Curriculum 2010, Grades: 10 – 12 4 SCOPE AND SEQUENCE (SKILLS) Utilize the classification process GRADE 10 GRADE 11 GRADE 12 • Classify organisms in a mangrove ecosystem • Classify waste as bio-degradable and non-biodegradable. • Classify molecules which are components of nucleic according to phylum. • Classify water pollutants. acids (DNA & RNA). • Make a key identifying hard and soft coral on pictures • Classify proteins in the cell. • Classify examples of variation as continuous or or diagrams of a Bahamian reef. • Compare and contrast mitosis and meiosis. discontinuous. • Classify the invertebrates found on sandy shores. • Distinguish between the sex and other homologous • Classify common food additives. • Identify examples of simple organisms that reproduce chromosomes in humans. • Classify plant growth responses. by binary fission. • Compare and contrast the structure of the three types of blood • Distinguish between exocrine and endocrine glands. • Draw conclusions about the speed of reproduction, vessels. • Classify simple reflex actions as spinal or cranial number of offspring produced and resemblance of • Differentiate between veins and arteries. reflexes. offspring to parents. • Compare blood plasma, lymph, and tissue fluid. • Distinguish between simple reflexes and conditioned • Classify vertebrates into feeding groups based on • Compare and contrast excretion in plants and humans. reflexes. dentition and gut. • Classify given muscles as extensor or flexor. • Classify the main threats to agriculture in The • Classify reproductive structures in plants as sexual or Bahamas. vegetative. • Classify types of fishing grounds. • Classify a variety of flowers according to the type of • Classify examples of respiration as aerobic or pollination. anaerobic. • Classify local fruits and seeds according to dispersal • Classify modifications of dicotyledonous leaves methods. according to the type environment. • Classify STDs by the agents causing them. Biology Curriculum 2010, Grades: 10 – 12 5 SCOPE AND SEQUENCE (SKILLS) Make inferences and draw conclusions GRADE 10 GRADE 11 GRADE 12 • Form a conclusion that a bacterial cell is a prokaryote • Make an inference/draw a conclusion as to the major pollutant • Use data to form a conclusion on the harvesting of cell. in the sea. groupers. • Draw conclusions about the speed of reproduction, • Draw a conclusion on the effects of solutions of different • Use data to form a conclusion on the capture of juvenile number of offspring produced and resemblance of concentrations on plant tissue. and adult lobsters. offspring to parents. • Draw conclusions to verify predictions on nutrients present in • Use data to form a conclusion on the capture of juvenile • Formulate a conclusion on the optimal pH for an food samples. and adult conchs. enzyme to work. • Form a conclusion on the form in which food is stored in leaves • Use data to form a conclusion on the capture of juvenile • Formulate a conclusion on the optimal temperature for of a plant. and adult bonefish. an enzyme to work. • Form a conclusion on whether light is needed in the production • Form an inference as to the meaning of the term • Formulate a conclusion from the experiment on of starch by photosynthesis. “genetically modified crops”. osmosis. • Form a conclusion on whether chlorophyll is needed in the • Based on a survey conducted, draw conclusions on the • Make inferences and draw a logical conclusion on the production of starch by photosynthesis. extent to which best food safety practices are carried selectivity of the cell membrane. • Draw conclusions, on the function of named minerals in plants. out. • Infer why it is better to breathe through the nose than • Formulate a conclusion on which surface allows a faster rate of through the mouth. transpiration. • Make inferences or draw conclusions on effects of • Make inferences/conclusions as to the affect of exercise on smoking on the respiratory system. pulse rate. • Draw a conclusion on the blood pressure range for the class. • Make inferences about the functions of the kidney based on the composition of blood in the renal artery and renal vein. Biology Curriculum 2010, Grades: 10 – 12 6 SCOPE AND SEQUENCE (SKILLS) Communicate information GRADE 10 GRADE 11 GRADE 12 • Make an annotated outline drawing of the profile of a • Explain the terms “pollution” and “pollutant”. • Use drama, music, art and/or technology tools to mangrove ecosystem showing zonation and the • Write a short story to highlight the negative effects of smog. demonstrate ways to minimize the impact of human features of each zone. • Explain the greenhouse effect. activities on the environment. • Use a picture-graph to show the relative abundance of • Debate the validity of the statement that greenhouse gas • Explain the role and importance of methods of organisms in each phylum represented. emissions have direct negative affects on humans and other measuring populations of organisms. • Create a visual display showing how the features of organisms. • Explain the functions of National Parks. each type of mangrove is adapted to its • Make an oral presentation on what may happen to small islands/ • Describe (simply) the process of producing plants from environment/zone. cays as a result of climate change/global warming. cloning tissue. • Construct a mangrove food web using data collected • Create a poster representing the causes, process and effects of • Make an oral presentation describing the structure of from field survey and other resources. ozone depletion. DNA. • Make an oral presentation explaining the role of • Describe the effects of “heavy” metals on marine food chains. • Describe the process of cloning an adult cell. mangroves in land-building. • Explain the effects of pesticides on the marine food chains. • Describe (simply) the process of genetic engineering. • Participate in a debate on mangrove wetlands versus • Explain the effects of oil spills. • Make a poster or pamphlet promoting the benefits of wastelands. • Describe the threats to the marine environment caused by GM foods. • Prepare a brochure or multimedia presentation marine debris. • Describe how random assortment of chromosomes highlighting the importance of mangrove ecosystems. • Explain the process of eutrophication. contribute to variations of features in species. • Create a song, poem, rap or infomercial that promotes • Explain the effects of solutions of different concentrations on the awareness of the threats to mangrove ecosystems. plant tissue. • Explain how sexual reproduction leads to variation in a • Prepare a speech to persuade members of the • Explain the importance of water to cells. population. community to implement measures to preserve one • Write a report on an experiment to investigate the effect of a • Create a poster to educate the public of the importance identified mangrove ecosystem on the island, to be given environmental factor on the rate of transpiration. of food safety. given at a town meeting. • Describe inter-conversions of substances in cells. • Explain the role of microbes in the manufacture of • Explain how the gender of a baby is determined. foods. • Make an oral and visual presentation describing monohybrid • Explain the role of auxins in tropic responses. inheritance. • Explain using a visual presentation, the importance of maintaining a specific amount of a hormone in the body. • Describe the role of the skin in homeostasis. • Explain the process of seeing. Biology Curriculum 2010, Grades: 10 – 12 7 SCOPE AND SEQUENCE (SKILLS) Communicate information GRADE 10 GRADE 11 GRADE 12 • Identify the locations of coral reefs on a map of the • Explain the difference in the composition of blood in the • Explain the process of hearing. world and a map of The Bahamas. pulmonary artery compared with the other arteries. • Describe the role of the ear in maintaining balance. • Make an annotated drawing/chart of a coral polyp • Describe the functions of the lymphatic system. • Explain the functions of skeletal muscles. showing its structures and the functions of those • Create a flow diagram to explain the role of the skin in • Explain how nerves cause muscles to contract. structures. controlling body temperature. • Prepare a brochure to encourage persons to use • Create a news article explaining the benefits of coral vegetative propagation for home-gardening. reefs. • Describe the sequence of events from pollination to fruit • Design a concept map to show the role of and seed formation. zooxanthellae in coral reefs. • Outline the route taken by a spermatozoon from its site • Construct a coral food web showing producers, of production to its release from the male’s body. primary, secondary and tertiary consumers. • Make an annotated diagram of the pathway taken by an • Locate on a map of the island on which you live, likely ovum after it is released from the ovary until it is areas for rocky shoreline ecosystems to be located. implanted into the uterine lining. • Make an annotated outline drawing of the profile of a • Defend the legality and morality of cloning. typical rocky shoreline ecosystem showing zonation and the features of each zone. • Create a cartoon showing benefits derived from the rocky shoreline. • Locate on a map of the island on which you live, likely areas for sandy shoreline ecosystems to be located. Biology Curriculum 2010, Grades: 10 – 12 8 SCOPE AND SEQUENCE (SKILLS) Communicate information GRADE 10 GRADE 11 GRADE 12 • Make an annotated outline drawing of the profile of a sandy shoreline ecosystem showing zonation. • Make a graphic organizer to show the distribution of invertebrates in the zones of a sandy shoreline. • Describe the main flora and fauna found in a named forest and relate their adaptations to the forest. • Construct a possible food web for the forest ecosystem. • Prepare a cartoon, poem, skit, song or rap to demonstrate the importance of the forest ecosystem. • Create a role play in which students represent different organelles as well as describe their structure and function. • “Sell a cell” – students must sell parts (market their importance) of a cell. • Make annotated diagrams to show budding. • Make annotated diagrams to show spore formation. • Dramatize the process of active transport of molecules across a membrane. • Make a presentation on the use of technology in food production in The Bahamas. • Describe the arrangement of tissues in the vascular bundles in leaves. • Participate in a debate “stem cell banks are disadvantageous to plants and humans”. • Create a graphic organizer to summarize aerobic respiration in both yeast and muscle cells. Biology Curriculum 2010, Grades: 10 – 12 9 SCOPE AND SEQUENCE (SKILLS) Communicate information GRADE 10 GRADE 11 GRADE 12 • Create a graphic organizer to summarize anaerobic respiration in both yeast and muscle cells. • Describe what makes the internal features of a mitochondrion suitable for respiration. • Make an annotated diagram of the nose/nasal passages and pharynx. • Dramatize the changes in gaseous composition of blood as it approaches and leaves the alveoli. • Create a visual presentation to show the passage of an oxygen molecule from the air to a capillary in the lungs. Biology Curriculum 2010, Grades: 10 – 12 10 SCOPE AND SEQUENCE (SKILLS) Recognize relationships GRADE 10 GRADE 11 GRADE 12 • Relate the type of mangrove found to the abiotic • Relate the use of CFCs to the depletion of the ozone layer. • Relate the external parts of the brain to their function(s). conditions in an imaginary transect from the sea • Explain the relationship between clean water and a healthy • Make a model to show the relationship between the inward. lifestyle. Central Nervous System and Peripheral Nervous • Show the relationship between locations of coral reefs • Relate the properties of water to its functions in cells. System. and abiotic factors which are needed for coral reefs to • Demonstrate the relationship between amino acids and proteins. • Relate the parts of the eye to their function(s). thrive. • Relate the properties of protein to its function in cells. • Relate the parts of the ear to their function(s). • Relate the properties of carbohydrates to their function in cells. • Relate the structure of the semi-circular canals to their • Show the relationship between the features of the • Relate the structures of the heart to their functions. function in orientation. invertebrates surveyed and their adaptations to the • Relate the operation of structures of the heart to the sound • Relate the structure of the floral parts of a named flower environment/zone of a sandy shoreline. produced during beats. to their function. • Show the relationship between the features of plants • Describe how the features of each type of blood cell are adapted • Relate the events in the ovary during a menstrual cycle observed and their adaptations to the for their functions. to the differences in hormone levels during a cycle. environment/zone. • Relate the composition and state of blood to its functions. • Relate the structure of the placenta to its role in • Explain the relationship of the cell parts to their • Describe the relationship between the Lymphatic and absorption, gas exchange, and excretion. function. Circulatory Systems. • Demonstrate the relation between diffusion and • Make a correlation between ADH concentration and urine osmosis. production. • Explain the relationship between the dentitions of an • Recognize and describe the relationship between diet and blood omnivore, carnivore and herbivore and their diet. glucose levels. • Use models to explain the relationship between size • Relate the results from the investigation on the effects of and shape of teeth in each dentition to the type of diet. insulation on heat loss to the ability of the skin to maintain body • Relate the appearance of each internal structure of a temperature. leaf to its function in photosynthesis. • Relate the results from the investigation on the effects of body • Describe the relationship between the carbon dioxide size on heat loss to the ability of large and small animals to concentration and breathing rate and depth. conserve heat. • Recognize and explain the relationship between the structure of the alveolus and gas exchange. • Explain the relationship between cigarette smoking and lung disease. Biology Curriculum 2010, Grades: 10 – 12 11 SCOPE AND SEQUENCE (SKILLS) Measure accurately GRADE 10 GRADE 11 GRADE 12 • Measure temperature and wind speed on a rocky • Measure length and width of potato/carrot strips. • Measure materials for the investigation to extract DNA. shoreline. • Measure the water level or weight loss in an experiment. • Measure time in an experiment to investigate reaction • Use a thermometer to measure the temperature of cold, • Record measurements. time of classmates to various temperatures. warm and hot water baths. • Measure accurately the pulse rate of students. • Measure temperature in an experiment to investigate • Measure and record temperatures of water in diffusion • Use a thermometer to accurately measure temperature of water reaction time of classmates to various temperatures. experiments. in insulated and non-insulated flasks. • Measure accurately the length of a seedling. • Measure materials needed for osmosis experiment. • Measure number of breaths for partner for 30 seconds. • Measure the circumference of inflated balloons to compare the lung capacity of students. Biology Curriculum 2010, Grades: 10 – 12 12 SCOPE AND SEQUENCE (SKILLS) Make predictions GRADE 10 GRADE 11 GRADE 12 • Predict how energy distribution and energy use will be • Predict what would happen to a sample of red blood cells when • Predict the effects of decreasing biodiversity in local altered through changes in the food web of a placed in solutions of varying concentrations. ecosystems. mangrove ecosystem. • Predict which nutrient(s) can be found in given foods. • Predict what a “fruit stand” will look like in 2050. • Predict the outcome of an experiment using plastic • Predict the effect of a plant losing too much water. • Predict the likely outcome of stem cell research on some sandwich bags/visking tubing, iodine and starch, to • Predict the effects of exercise on pulse rate. illnesses. show selectivity of the cell membrane. • Predict how conditions of the body affect average pulse rate. • Predict how changes in chromosomes might lead to • Describe the expected observations for the sample if it were variations. • Predict the effects of deforestation on farmland. taken from a diabetic or non-diabetic. • Predict what happens to the pupil of the eye when in • Predict the products of anaerobic respiration. • Predict the meaning of homeostasis. dim light. • Predict the effect specific factors (e.g. different types • Make predictions about the effect of insufficient/excess ADH of exercise) have on breathing rate. on urine production. • 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. Biology Curriculum 2010, Grades: 10 – 12 13 SCOPE AND SEQUENCE (SKILLS) Collect, process and interpret data/ information GRADE 10 GRADE 11 GRADE 12 • Measure temperature (air, rock surface, water), wind • Analyse data from a sample survey to ascertain the extent to • Estimate the size of a bead (representing fish) direction and wind speed (at 3 points along the which CFCs are used in the community. population. transect) of a rocky shoreline. • Estimate the size of a bead (representing fish) population. • Collect data on juvenile and adult grouper in habitat and • Count and record the number of each type of organism • Calculate the rate of increase in average temperature/sea level nurseries. found in quadrat and transect studies of a rocky per decade. • Construct graphs to show the catches of grouper in The shoreline. • Analyse data collected from an investigation to ascertain the Bahamas over the last 3 decades. • Measure the distribution of a named mollusk in the knowledge and response level of persons to “climate change”. • Collect data on juvenile and adult lobsters in their various zones of a rocky shore. • Count the items in each group of water pollutants. habitat. • Count and record the number of each type of organism • Calculate the percentage of items collected which comprise the • Construct graphs to show the catches of lobster in The found in quadrat and transect studies of a sandy major pollutant. Bahamas over the last 3 decades. shoreline. • Draw bar graphs showing the change in length of plant strips. • Collect data on juvenile and adult conchs in old and new • Measure and record temperatures of water in diffusion • Solve problems based on information given for monohybrid middens. experiments. inheritance, complete dominance. • Construct graphs to show the catches conch in The • Calculate the percentage of the total consumption of • Solve problems based on information given for monohybrid Bahamas over the last 3 decades. each food that is met by the quantity of it produced inheritance, incomplete dominance. • Collect data on juvenile and adult bonefish in their locally. • Solve problems based on information given for monohybrid habitat. • Record in order according to quantity, the annual catch inheritance, co-dominance. • Construct graphs to show the catches of bonefish in The for each of six marine organisms in Bahamian waters • Analyse data from a survey of an inherited phenotypic trait in Bahamas over the last 3 decades. (that are commonly used as food). humans. • Calculate the rate of growth for a seedling. • Calculate the percentage catch of each of the (six) • Solve monohybrid inheritance problems for sex-linked traits. • Interpret percentile graphs showing height or weight of marine organisms that is exported. • Construct a histogram to show the class’ blood pressure data. humans at different ages.  Find out the percentage composition of nutrients for • Determine the average range of blood pressure using data from each of the (six) marine organisms (seafood). a graph. • Construct a pie-graph to show the proportion of • Calculate the average pulse rate at rest. nutrients for each seafood. • Calculate the average pulse rate after exercise. • Use measurements obtained for each classmate to calculate the average breathing rate per minute for the class. Biology Curriculum 2010, Grades: 10 – 12 14 SCOPE AND SEQUENCE (SKILLS) Formulate hypotheses GRADE 10 GRADE 11 GRADE 12 • Formulate a hypothesis on the number of species • Formulate a hypothesis as to the aspects of climate change that • Formulate a hypothesis on a plant’s growth response to present in a reef ecosystem. will affect The Bahamas. one stimulus. • Formulate a hypothesis on the pH conditions under • Formulate a hypothesis as to the most common pollutant in the • Formulate a hypothesis on the response(s) of a plant to which the enzyme catalase works best. sea/beach. sunlight. • Formulate a hypothesis on the temperature at which • Formulate a hypothesis as to traits that are inherited. • Formulate a hypothesis on a seedling’s response to the enzyme catalase works best. • Formulate a hypothesis as to how traits are inherited. gravity. • Formulate a hypothesis on the direction in which each • Formulate a hypothesis as to why certain traits are more • Formulate a hypothesis on the role of root and shoot tips of the following will move through plastic sandwich common in males. in tropisms. bag/visking tubing: iodine, starch and water. • Form a hypothesis on materials needed for photosynthesis. • Formulate a hypothesis as to the rate of population • Formulate a hypothesis about the effect of different • Formulate a hypothesis on whether chlorophyll is necessary for growth on the island. factors on the rate of breathing. photosynthesis. • Formulate a hypothesis as to how plants excrete waste. • Formulate a hypothesis on the effect of named factors on the volume and composition of urine. • Formulate a hypothesis on whether insulation affects the rate at which organisms lose heat. Biology Curriculum 2010, Grades: 10 – 12 15 SCOPE AND SEQUENCE (SKILLS) Recognize and control variables GRADE 10 GRADE 11 GRADE 12 • Identify and control variables in an experiment to • Identify and control variables an investigation to determine the • Identify and control variables in a sample survey to determine the pH conditions under which the enzyme form in which food is stored in leaves of a plant. determine the extent to which best food safety practices catalase works best. • Identify and control variables in an experiment to investigate are used. • Identify and control variables in an experiment to whether light is needed in the production of starch by • Identify and state how variables will be controlled in an determine the effect of temperature on enzyme action. photosynthesis. experiment to investigate the response(s) of a plant to • Identify and control variables in an experiment to • Identify and control variables in an experiment to show that sunlight. demonstrate aerobic respiration in plant parts. chlorophyll is essential for the production of starch. • Identify and state how variables will be controlled in an • Identify and control variables in an experiment to prove that experiment to investigate a seedling’s response to transpiration occurs mainly through the leaves of a plant. gravity. • Identify and control variables in an investigation to determine • Identify and state how variables will be controlled in an from which surface of the leaf more water vapour is lost. experiment to verify the role of root and shoot tips in • Identify and control variables in an experiment that investigates tropisms. how the rate of transpiration is affected by a given • Identify variables in an experiment to test the sensitivity environmental factor. of the ears to sounds. • Identify and control variables in valuate an experiment to • Identify and state how variables will be controlled in an determine the effect of insulation on heat loss. experiment to verify a condition is necessary for germination. Biology Curriculum 2010, Grades: 10 – 12 16 SCOPE AND SEQUENCE (SKILLS) Design, conduct and evaluate scientific investigations GRADE 10 GRADE 11 GRADE 12 • Plan, conduct and evaluate an experiment to determine • Conduct a sample survey to ascertain the extent to which CFCs • Conduct and evaluate an investigation to extract DNA. the pH conditions under which the enzyme catalase are used in the community. • Conduct a survey to determine the extent to which food, works best. • Conduct and evaluate an investigation to compare dust pollution plants and animals in the community are products of • Plan, conduct and evaluate an experiment to determine in different areas. biotechnology. the effect of temperature on enzyme action. • Design, conduct and evaluate an investigation to ascertain the • Design and conduct a small survey to determine the • Design, conduct and evaluate an experiment to knowledge and response level of persons to “climate change”. extent to which best food safety practices are used. determine the effects of temperature on the rate of • Conduct and evaluate an investigation to determine the types of • Design an experiment to investigate the response(s) of a diffusion. pollutants found on beaches. plant to sunlight. • Conduct an experiment to show osmosis. • Investigate water pollutants from a suspected polluted source. • Design an experiment to investigate a seedling’s • Plan, conduct and evaluate an experiment to • Conduct and evaluate an investigation to determine the effects response to gravity. investigate the effects of temperature on rate of of varying concentrations of sugar solution on plant tissue. • Design an experiment to verify the role of root and shoot osmosis. • Conduct food tests on samples to determine the presence of the tips in tropisms. • Conduct and evaluate an experiment to demonstrate nutrients in each sample. • Design, conduct and evaluate an experiment to selectivity of cell membrane using plastic sandwich • Conduct an experiment to compare the amount of Vitamin C in investigate reaction time of classmates to various bags. juices. temperatures. • Design, conduct and evaluate an experiment to • Conduct and evaluate an investigation to determine the form in • Conduct investigations to show reproduction in plant demonstrate aerobic respiration in parts of a plant. which food is stored in leaves of a plant. tubers and the Bryophyllum plant. • Design, conduct and evaluate an experiment to demonstrate aerobic respiration in animals. • Design, conduct and evaluate an investigation to determine • Design and conduct an investigation to show reproduction by stem cuttings. • Design, conduct and evaluate an experiment to whether light is necessary for photosynthesis. demonstrate anaerobic respiration in yeast. • Conduct and evaluate an experiment to show that chlorophyll is • Design an experiment to identify conditions needed for Design, conduct and evaluate an experiment to essential for the production of starch. germination to occur. • determine the effect of different types of exercise on • Design, conduct and evaluate an experiment to prove that • Conduct and evaluate an experiment to determine the the rate of breathing. transpiration occurs mainly through the leaves of a plant. rate of growth for a seedling. • Plan, conduct and evaluate an experiment to determine • Conduct and evaluate an investigation to determine from which lung capacity. surface of the leaf more water vapour is lost. Biology Curriculum 2010, Grades: 10 – 12 17 SCOPE AND SEQUENCE (SKILLS) Design, conduct and evaluate scientific investigations GRADE 10 GRADE 11 GRADE 12 • Design, conduct and evaluate an experiment to investigate the effect of a given environmental factor on the rate of transpiration. • Design an investigation to determine whether a sample of urine is from a diabetic or non-diabetic. • Design, conduct and evaluate an experiment to determine the effect of insulation on heat loss. • Design, conduct and evaluate an experiment to investigate the effect of body size on heat loss. Biology Curriculum 2010, Grades: 10 – 12 18 SCOPE AND SEQUENCE (SKILLS) Formulate model GRADE 10 GRADE 11 GRADE 12 • Construct a 3D model of a plant cell with its • Make a model to explain the process of eutrophication. • Create a model of the double helix structure of DNA. organelles. • Make a model to represent a molecule of glucose. • Make a model to show the relationship between the • Design, make and use models to demonstrate • Construct a model of the human heart. Central Nervous System and Peripheral Nervous reproduction by sporulation. • Produce a model of a blood vessel (using PVC piping) to show System. • Make model dentitions. fat deposited. • Make a model that functions as the semi-circular canals. • Use models to explain the relationship between size • Create a life-size model or display illustrating the circulation of • Make a model of the knee joint to show movement of and shape of teeth in each dentition and the type of blood through the human body. the leg. diet. • Use a simple model to explain the difference in the composition • Make a model of an alimentary canal. of blood in the pulmonary artery compared with other arteries. • Use models to explain the relationship between size • Construct a model representing a nephron to demonstrate and shape of the alimentary canal and the type of diet. ultrafiltration. • Create a model of a hydroponics system and explain • Make a diagram or model of a nephron to show its role in osmo- how it works. regulation. • Construct a model of the human respiratory system to demonstrate breathing. Biology Curriculum 2010, Grades: 10 – 12 19 SCOPE AND SEQUENCE (SKILLS) Apply principles and concepts (scientific & technological) to make products GRADE 10 GRADE 11 GRADE 12 • Use the wood from buttonwood to make a household • Prepare a brochure or cartoon encouraging everyone to do their • Based on research, folklore or experience, suggest a item. part by committing to environmentally beneficial practices. food additive prepared from locally-grown plants. • Develop a product using conch shells. • Design a filter for particulate air pollutants. • Based on common stimuli of “chemicals” design or • Design a gadget to monitor reproduction rate of yeast • Design and construct a model that may be used by householders suggest a means of “odour-blind” or “taste-blind” or to provide a timed release of a “fungicide”. or a small business to reuse one of the named land pollutants. persons detecting odours and tastes respectively. • Prepare a brochure to show the advantages and • Design a product to contain an oil spill. disadvantages of mariculture and support its use in • Suggest a gadget or toy that could make use of the principle of The Bahamas as a means of increasing the food osmosis or diffusion. needed. • Design a product that would allow consumers to test the validity • Prepare a brochure to show a proposed plan for of nutrient information on food packages. sustainable harvesting of one commercially harvested seafood species in The Bahamas. • Identify one challenge to large-scale production of a named potential staple crop and suggest a solution to the challenge. • Apply the principle of surface area and rate of transpiration to suggest one technological application. Biology Curriculum 2010, Grades: 10 – 12 20 SCOPE AND SEQUENCE (SKILLS) Make informed, responsible and wise decisions GRADE 10 GRADE 11 GRADE 12 • Develop a personal plan to inform peers of the value • Adopt practices that do not contribute to air pollution. • Avoid practices that negatively impact biodiversity. of mangrove ecosystems. • Formulate a personal commitment to become a good steward of • Become a member of the Bahamas National Trust or an • Make a personal decision to refrain from purchasing the environment in utilizing “green” practices. environmental group which supports National parks and products and supporting activities that cause a • Advocate for green spaces as a means of contributing to protected areas. negative impact on the coral reef ecosystems. sustainable rainfall. • Make a personal position statement on the use of GM • Write a personal pledge to help conserve the local • Increase use of tube’s in the diet as a source of carbohydrates. foods. forest. • Research and practice wise dietary choices necessary for • Make a personal commitment to read food labels/avoid • Ensure personal enclosed environments are not maintaining healthy kidneys. certain food additives. conducive to the growth of moulds. • Use artificial methods of vegetative reproduction. • Resolve to buy Bahamian food products keeping a • Adopt practices to maintain healthy eyes. record of products bought. • Begin and maintain a backyard/container garden. Biology Curriculum 2010, Grades: 10 – 12 21 SCOPE AND SEQUENCE (SKILLS) Pursue new knowledge GRADE 10 GRADE 11 GRADE 12 • Research the importance of mangrove ecosystems. • Conduct research to identify the main air pollutants. • Research benefits of broad bio-diversity. • Research the natural and man-made threats to • Research data on the rate of ozone depletion. • Investigate how human activities can influence and mangrove ecosystems. • Find out the principle of greenhouses. modify the biodiversity in natural systems. • Research natural and man-made threats to coral reefs. • Review articles on the greenhouse effect. • Research the importance of biodiversity to the stability • Conduct research to determine threats to the rocky • Research the rate of increase in average temperature/sea level. and resiliency of local ecosystems. shoreline ecosystems. • Conduct research to determine the efforts of government to • Conduct research (Internet or interviews) to determine • Research the importance of the sandy shoreline. reduce carbon dioxide emissions in the country. the effectiveness of three parks in meeting their • Research the threats to the sandy shoreline. • Investigate the use of alternative energy sources that would objectives. • Research the importance of the terrestrial ecosystem to reduce greenhouse gas emissions. • Read a published report on the state of marine man and wildlife. • Conduct research to determine the extent to which schools ecosystems in The Bahamas and write an article • Research the positive and negative effects of the use of educate students towards reversing global warming factors. summarizing its findings. certain types of chemicals in farming. • Research what may happen to small islands/ bays as a result of • Find out common methods of measuring populations. • Conduct research to find out the percentage of foods climate change/global warming. • Interview local fishermen and/or hold panel discussion consumed that are produced locally. • Research the importance of fats in cells. with local fishermen and fisheries officer to identify the • Research use of hydroponics in The Bahamas or • Research the common causes and effects of heart disease. major challenges faced by the local lobster fishermen Caribbean. • Research cardiovascular diseases. and vendors. • Research the annual catch for economically important • Research how artificial pacemakers stimulate heart contractions. • Conduct research to find out the relationship between marine organisms in Bahamian waters. • Research the significance of blood groups in transfusions. the structure of DNA and mutations. • Research trends in fishing industry over last three • Research how plants excrete waste. • Research methods of cloning. decades. • Research dietary practices necessary for maintaining healthy • Conduct a sample survey to determine the extent to • Research use of aquaculture/mariculture in The kidneys. which food, plants and animals in the community are Bahamas or the Caribbean. • Research benefits of broad bio-diversity. products of biotechnology. • Research the economic importance of yeast. • Investigate how human activities can influence and modify the • Find out the advantages and disadvantages of genetically biodiversity in natural systems. modified foods. • Conduct research on the use of human embryos for stem cell research. Biology Curriculum 2010, Grades: 10 – 12 22 SCOPE AND SEQUENCE (SKILLS) Pursue new knowledge GRADE 10 GRADE 11 GRADE 12 • Research lung diseases caused by smoking. • Research how changes in chromosomes cause variations. • Design and conduct a small survey to determine the extent to which best food safety practices are used. • Research common food additives found on the labels of certain foods. • Research the commercial uses of microbes in the production of food products. • Find out about the operation of the autonomic nervous system. • Research the scientific and economic impact of bio- technology on human reproduction. Biology Curriculum 2010, Grades: 10 – 12 23 SCOPE AND SEQUENCE (SKILLS) Demonstrate critical thinking GRADE 10 GRADE 11 GRADE 12 • Suggest methods of conservation. • Analyze the efforts of government to reduce carbon dioxide • Justify the importance of biodiversity. • Suggest benefits derived from the rocky shoreline. emissions in the country. • Write a case study outlining how humans have altered a • Make a position statement on the need to monitor • Debate the validity of the statement that greenhouse gases specific ecosystem and/or create an action plan or identified threats to local rocky shorelines. emissions have direct negative affects on humans and other propose a course of action to maintain or increase the • Suggest possible threats to the ecosystem. organisms. sustainability of local ecosystems. • Suggest methods of reducing threats. • Analyze the efforts of schools to educate students towards • Suggest ways to minimize the impact of human • Create a pamphlet to persuade peers to value the reversing global warming factors. activities on the environment. terrestrial ecosystem. • Critically analyse the information read on what may happen to • Critically assess the value of national parks and • “Sell a cell” – students must sell parts (market their small islands/ bays as a result of climate change/global protected areas in The Bahamas. importance) of a cell. warming. • Analyze the trends of catches of commercially important • Compare the positive and negative effects of the use of • Suggest methods of controlling the main land pollutants. grouper in The Bahamas over the last 3 decades and chemicals by subsistence farmers. • Suggest methods of controlling common water pollutants. suggest implications of these trends. • Suggest staple crops to be grown (animals raised) in • Suggest methods of containing and cleaning oil spills. • Suggest measures for conservation of the local grouper The Bahamas. • Justify the statement “ions are responsible for the basic living populations. • Suggest means by which threats to Agricultural functions.” • Analyze the trends of catches of commercially important Industry in The Bahamas might be reduced or • Suggest how variation in a species might occur. lobster in The Bahamas over the last 3 decades and eliminated. • Justify the importance of meiosis being a “reduction division”. suggest implications of these trends. • Propose a plan for The Bahamas to become more self- • Summarize the process of photosynthesis. • Suggest measures for conservation of the local lobster sufficient in food production. • Suggest limiting factors of photosynthesis. populations. • Suggest explanations for the trends in fishing industry • Compose an equation to represent the process of • Analyze the trends of catches of commercially important over the last three decades. photosynthesis. conch in The Bahamas over the last 3 decades and • Create an infomercial on the short term economic gain • Suggest factors that would affect the rate of transpiration. suggest implications of these trends. of overfishing vs. the long-term adverse effects. • Suggest how leaves of certain plants are adapted to prevent Advocate for sustainable harvesting of popular marine excessive water loss by transpiration. • Suggest measures for conservation of the local conch • seafood. • Suggest the part of the vascular bundle that is responsible for populations. food transport. • Analyze the trends of catches of commercially important • Suggest the destination and use of food manufactured in leaves. bonefish in The Bahamas over the last 3 decades and suggest implications of these trends. Biology Curriculum 2010, Grades: 10 – 12 24 SCOPE AND SEQUENCE (SKILLS) Demonstrate critical thinking GRADE 10 GRADE 11 GRADE 12 • Prepare a brochure to show the advantages and • Justify: “body size affects the rate at which an organism loses • Suggest measures for conservation of the local bonefish disadvantages of mariculture and supporting its use in heat.” populations. The Bahamas as a means of increasing the food • Suggest measures for conservation of the local crab needed. populations. • Propose a plan for The Bahamas to have sustainable • Suggest benefits that have been derived from knowledge fisheries for one seafood. of the structure of DNA. • Justify modifications of dicotyledonous leaves as • Critically assess the advantages and disadvantages of adaptations to aquatic/halophytic/ xerophytic cloning animal embryos. environment. • Suggest ways in which cloning might benefit humans. • Prepare a proposal for the education of adults in the community on the basis of biotechnology and bioethics. • Prepare a position on GMFs. • Suggest how natural selection changes the phenotypic ratio of a population. • Suggest how artificial selection changes the phenotypic ratio of a population. • Suggest how natural selection causes resistance to certain chemicals. • Suggest ways to prevent food contamination. • Justify the statement that the structure of the eye concentrates light on the fovea. • Justify the statement that the structure of the ear concentrates sound on the oval window. • Evaluate methods of artificial vegetative propagation. • Summarize the events of fertilization. Biology Curriculum 2010, Grades: 10 – 12 25 SCOPE AND SEQUENCE (SKILLS) Demonstrate critical thinking GRADE 10 GRADE 11 GRADE 12 • Suggest factors that influence the growth rate in humans. • Compare population growth rates in three countries and any measures taken by governments to control the growth rate. • Suggest economic implications of rapidly growing populations. • Suggest social implications of rapidly growing populations. • Write a statement outlining personal views on the scientific and economic impact of bio-technology on human reproduction. • Defend the legality and morality of cloning. Biology Curriculum 2010, Grades: 10 – 12 26 STANDARDS AND BENCHMARKS GRADE: 10 Use materials and scientific equipment correctly and safely.  Use quadrats, line or belt transects to collect data and record the distribution of plants in an aquatic, coastal or terrestrial ecosystem.  Use apparatus and materials to demonstrate osmosis.  Prepare slides of plant and animal cells.  Use a microscope to view the internal structures of a monocotyledonous leaf on a prepared slide. Make observations.  Observe mould using a magnifying glass or a sample on a slide using the microscope.  Make observations of the action of an enzyme in different pH or temperature conditions.  Observe the external features of a maize and hibiscus or sea grape leaf.  Observe changes in the colour of lime water when exhaled air is added to it. Utilize classification process.  Classify organisms in a mangrove ecosystem according to phylum.  Classify vertebrates into feeding groups based on dentition and gut.  Identify examples of simple organisms that reproduce by binary fission.  Classify modifications of dicotyledonous leaves according to the type of environment. Make inferences and draw conclusions.  Form a conclusion that a bacterial cell is a prokaryote cell.  Formulate a conclusion on the optimal temperature for an enzyme to work.  Formulate a conclusion from an experiment on osmosis.  Draw conclusions about the speed of reproduction, number of offspring produced and resemblance of offspring to parents. Communicate information.  Construct a coral food web showing producers, primary, secondary and tertiary consumers.  Locate on a map of the island likely areas for rocky shoreline ecosystems to be located.  Make annotated diagrams to show spore formation.  Describe the arrangement of tissues in the vascular bundles in leaves.  Describe the passage of an oxygen molecule from the air to a capillary in the lungs. Recognize relationships.  Describe the relationship between the features of plants observed in a coastal aquatic or terrestrial ecosystem and their adaptations to the environment/zone.  Explain the relationship between the dentitions of an omnivore, carnivore and herbivore and their diet.  Describe the relationship between the carbon dioxide concentration and breathing rate and depth.  Demonstrate the relationship between diffusion and osmosis. Measure accurately.  Use a thermometer to measure the temperature of water baths with cold, warm and hot water.  Measure materials needed for osmosis experiment.  Measure number of breaths for partner for 30 seconds. Biology Curriculum 2010, Grades: 10 – 12 Bi ology Curriculum 2010, Grades: 10 – 12 27 Bi ology Curriculum 2010, Grades: 10 – 12 27 27 STANDARDS AND BENCHMARKS Make predictions.  Predict the outcome of an experiment to show selectivity of the cell membrane using plastic sandwich bags/visking tubing, iodine and starch.  Predict the effects of deforestation on farmland.  Predict the effect specific factors (e.g. different types of exercise) have on breathing rate. Collect, process and interpret data/information.  Count and record the number of each type of organism found in quadrat and transect studies.  Construct a pie-graph to show the proportion of nutrients for a major seafood.  Use measurements obtained for each classmate to calculate the average breathing rate per minute for the class. Formulate hypotheses.  Formulate a hypothesis on the number of species present in a reef ecosystem.  Formulate a hypothesis on the pH conditions under which the enzyme catalase works best.  Formulate a hypothesis on the direction in which molecules will move through plastic sandwich bag/visking tubing.  Formulate a hypothesis about the effect of different factors on the rate of breathing. Recognize and control variables.  Identify and control variables in an experiment to determine the pH conditions under which the enzyme catalase works best.  Identify and control variables in an experiment to determine the effect of temperature on enzyme action.  Identify and control variables in an experiment to demonstrate aerobic respiration in plant parts. Design, conduct and evaluate scientific investigations.  Design, conduct and evaluate an experiment to determine the effects of temperature on the rate of diffusion.  Conduct and evaluate an experiment to show osmosis.  Design, conduct and evaluate an experiment to demonstrate aerobic respiration in the parts of a plant.  Design, conduct and evaluate an experiment to demonstrate anaerobic respiration in yeast. Formulate models.  Construct a 3D model of a plant cell with its organelles.  Design, make and use models to demonstrate reproduction by sporulation.  Make model dentitions.  Create a model of a hydroponics system and explain how it works. Apply principles and concepts (scientific & technological) to make products.  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.  Identify one challenge to large-scale production of a named potential staple crop and suggest a solution to the challenge.  Apply the principle of surface area and rate of transpiration to suggest one technological application. Biology Curriculum 2010, Grades: 10 – 12 Bio logy Curriculum 2010, Grades: 10 – 12 28 28 STANDARDS AND BENCHMARKS Make informed, responsible and wise decisions.  Write a personal pledge to help conserve the local forest.  Engage in practices that promote conservation of wetlands.  Engage in practices that promote “clean air” for breathing.  Resolve to buy Bahamian food products keeping a record of products bought.  Begin and maintain a backyard/container garden. Pursue new knowledge.  Research the importance of mangrove ecosystems.  Research trends in fishing industry over the last three decades.  Research the economic importance of yeast.  Research lung diseases caused by smoking. Demonstrate critical thinking.  Suggest methods of reducing threats to ecosystems.  Propose a plan for The Bahamas to become more self-sufficient in food production.  Advocate for sustainable harvesting of popular marine seafood.  Justify modifications of dicotyledonous leaves as adaptations to aquatic/halophytic/ xerophytic environment. GRADE: 11 Use materials and scientific equipment correctly and safely.  Use apparatus and materials safely in performing food tests.  Use apparatus and materials correctly and safely in an experiment to investigate whether light is needed in the production of starch by photosynthesis.  Use a stethoscope to investigate heartbeat.  Use a microscope to view prepared slides of blood.  Use a scalpel or other cutting utensil to dissect a kidney. Make observations.  Make observations of plant tissue in solutions of different concentrations.  Observe inherited monohybrid traits of students in the classroom.  Observe results of food tests on various food samples.  Observe and record colour of both leaves (different conditions) tested for starch.  Observe the external and internal appearance of the human heart. Utilize classification process.  Classify waste as bio-degradable and non-biodegradable.  Classify proteins in the cell.  Compare and contrast mitosis and meiosis.  Compare and contrast the structure of the three types of blood vessels. Make inferences and draw conclusions.  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.  Formulate a conclusion on which surface allows a faster rate of transpiration.  Make inferences/conclusions as to the affect of exercise of pulse rate.  Make inferences about the functions of the kidney based on the composition of blood in the renal artery and renal vein. Biology Curriculum 2010, Grades: 10 – 12 B iology Curriculum 2010, Grades: 10 – 12 2 9 29 STANDARDS AND BENCHMARKS Communicate information.  Explain the effects of oil spills.  Explain the process of eutrophication.  Explain the importance of water to cells.  Write an experimental report on an experiment to investigate the effect of a given environmental factor on the rate of transpiration.  Explain how the gender of a baby is determined. Recognize relationships.  Demonstrate the relationship between amino acids and proteins.  Relate the composition and state of blood to its functions.  Describe the relationship between the Lymphatic and Circulatory Systems.  Make a correlation between ADH concentration and urine production. Measure accurately.  Measure length and width of potato/carrot strips.  Measure the water level or weight loss in an experiment.  Measure accurately the pulse rate of students.  Use a thermometer to accurately measure temperature of water in insulated and non- insulated flasks. Make predictions.  Predict the decade in which The Bahamas would notice climate changes using scientific models.  Predict what would happen to a sample of red blood cells when placed in solutions of varying concentrations.  Predict which nutrient(s) can be found in given foods.  Predict how conditions of the body affect average pulse rate.  Make predictions about the effect of insufficient/excess ADH on urine production. Collect, process and interpret data/information.  Analyse data collected from an investigation to ascertain the knowledge and response level of persons to “climate change”.  Draw bar graphs showing the change in length of plant strips.  Solve problems based on information given for monohybrid inheritance, complete dominance.  Analyse data from a survey of an inherited phenotypic trait in humans. Formulate hypotheses.  Formulate a hypothesis as to the most common pollutant in the sea/beach.  Formulate a hypothesis as to why certain traits are more common in males.  Formulate a hypothesis on the effect of named factors on the volume and composition of urine.  Formulate a hypothesis on whether insulation affects the rate at which organisms lose heat. Recognize and control variables.  Identify and control variables in an experiment to investigate whether light is needed in the production of starch by photosynthesis.  Identify and control variables in an experiment to prove that transpiration mainly occurs through the leaves of a plant.  Identify and control variables in an experiment that investigates how the rate of transpiration is affected by a given environmental factor. Biology Curriculum 2010, Grades: 10 – 12 B iology Curriculum 2010, Grades: 10 – 12 3 0 30 STANDARDS AND BENCHMARKS Design, conduct and evaluate scientific investigations.  Conduct an investigation to determine the types of pollutants found on beaches.  Perform an investigation to determine the effects of varying concentration of sugar solutions on plant tissue.  Conduct food tests on food samples to determine the presence of the nutrients in each food sample using food tests.  Perform an investigation to determine the form in which food is stored in leaves of a plant.  Design, conduct and evaluate an experiment to investigate the effect of a given environmental factor on the rate of transpiration. Formulate models.  Make a model to explain the process of eutrophication.  Make a model to represent a molecule of glucose.  Produce a model of a blood vessel (using PVC piping) to show fat deposited.  Construct a model representing a nephron to demonstrate ultrafiltration. Apply principles and concepts (scientific & technological) to make products.  Design and construct a model that may be used by householders or a small business to reuse one of the named land pollutants.  Design a product to contain an oil spill.  Design a product that would allow consumers to test the validity of nutrient information on food packages. Make informed, responsible and wise decisions.  Formulate a personal commitment to become a good steward of the environment in utilizing “green” practices.  Research and practice wise dietary choices necessary for maintaining healthy kidneys. Pursue new knowledge.  Research data on the rate of ozone depletion.  Find out the principle of greenhouses.  Investigate the use of alternative energy sources that would reduce greenhouse gas emissions.  Research the importance of fats in cells.  Research the significance of blood groups in transfusions. Demonstrate critical thinking.  Critically analyse the information read on what may happen to small islands/ bays as a result of climate change/global warming.  Suggest methods of controlling common water pollutants.  Suggest how variation in a species might occur.  Justify: “body size affects the rate at which an organism loses heat.” GRADE: 12 Use materials and scientific equipment correctly and safely.  Use equipment for an investigation to extract DNA.  Use a ruler to investigate reaction time of classmates to stimuli.  Use a scalpel, razorblade or scissors to dissect various types of flowers. Biology Curriculum 2010, Grades: 10 – 12 B iology Curriculum 2010, Grades: 10 – 12 3 1 31 STANDARDS AND BENCHMARKS Make observations.  Observe photographs of different organisms in different habitats and their adaptations which help them to survive there.  Observe food labels to determine food additives in commonly used foods.  Observe various types of tropisms.  Observe responses in an experiment to investigate reaction time of classmates to various stimuli.  Observe local fruits and seeds to determine method of dispersal. Utilize classification process.  Classify molecules which are components of DNA and RNA.  Classify examples of variation as continuous or discontinuous.  Classify common food additives.  Classify plant growth responses.  Classify STIs by the agents causing them. Make inferences and draw conclusions.  Use data to form a conclusion on the harvesting of groupers.  Form an inference as to the meaning of the term “genetically modified crops”.  Based on a survey conducted, draw conclusions on the extent to which best food safety practices are carried out. Communicate information.  Explain the functions of national parks.  Explain the role of microbes in the manufacture of foods.  Explain the process of hearing.  Explain how nerves cause muscles to contract.  Describe the sequence of events from pollination to fruit and seed formation. Recognize relationships.  Make a model to show the relationship between the Central Nervous System and Peripheral Nervous System.  Relate the structure of the semi-circular canals to their function in orientation.  Relate the structure of the placenta to its role in absorption, gas exchange, and excretion. Measure accurately.  Measure materials for the investigation to extract DNA.  Measure time in an experiment to investigate reaction time of classmates to various temperatures.  Measure accurately the length of a seedling. Make predictions.  Predict the effects of decreasing biodiversity in local ecosystems.  Predict what a “fruit stand” will look like in 2050.  Predict what happens to the pupil of the eye when in dim light. Collect, process and interpret data/information.  Estimate the size of a bead (representing fish) population.  Calculate the rate of growth for a seedling.  Interpret percentile graphs showing height or weight of humans at different ages. Formulate hypotheses.  Formulate a hypothesis as to the number of flora and fauna species found in The Bahamas.  Formulate a hypothesis on a plant’s growth response to one stimulus.  Formulate a hypothesis as to the rate of population growth on the island. Biology Curriculum 2010, Grades: 10 – 12 Bi ology Curriculum 2010, Grades: 10 – 12 32 32 STANDARDS AND BENCHMARKS Recognize and control variables.  Identify and state how variables will be controlled in an experiment to investigate the response(s) of a plant to sunlight.  Identify and state how variables will be controlled in an experiment to investigate a seedling’s response to gravity.  Identify and state how variables will be controlled in an experiment to verify a (named) condition is necessary for germination. Design, conduct and evaluate scientific investigations.  Conduct and evaluate an investigation to extract DNA.  Conduct a survey to determine the extent to which food, plants and animals in the community are products of biotechnology.  Design, conduct and evaluate an experiment to investigate reaction time of classmates to various stimuli.  Conduct investigations to show reproduction in plant tubers and the Bryophyllum plant. Formulate models.  Create a model of the double helix structure of DNA.  Make a model that functions as the semi-circular canals.  Make a model of the knee joint to show movement of the leg. Apply principles and concepts (scientific & technological) to make products.  Prepare a brochure to show the advantages and disadvantages of mariculture and support its use in The Bahamas as a means of increasing the food needed.  Identify one challenge to large-scale production of a named potential staple crop and suggest a solution to the challenge.  Apply the principle of surface area and transpiration to suggest one technological application. Make informed, responsible and wise decisions.  Make a personal position statement on the use of GM foods.  Make a personal commitment to read food labels/avoid certain food additives.  Adopt practices to maintain healthy eyes. Pursue new knowledge.  Interview local fishermen to identify the major challenges faced by the local lobster fishermen and vendors.  Research methods of cloning.  Find out the advantages and disadvantages of genetically modified foods.  Conduct research on the use of human embryos for stem cell research. Demonstrate critical thinking.  Critically assess the value of national parks and protected areas in The Bahamas.  Analyze the trends of catches of a commercially important marine animal (fish/conch/lobster) in The Bahamas over the last 3 decades and suggest implications of these trends.  Suggest benefits that have been derived from knowledge of the structure of DNA.  Evaluate methods of artificial vegetative propagation. Biology Curriculum 2010, Grades: 10 – 12 B iology Curriculum 2010, Grades: 10 – 12 33 33 COMPARISON OF BENCHMARKS FOR GRADE LEVELS Grade Use materials and Make observations. Utilize Make inferences Communicate Recognize Measure Make predictions. scientific equipment classification and draw information. relationships. accurately. correctly and safely. process. conclusions. 10 Use apparatus and Observe the external Classify organisms Form a conclusion Describe the Explain the Measure to 0.001g , Predict outcome of materials (glass tubing, appearance of in an ecosystem based on observations arrangement of tissues relationship liquids to 0.5 ml or an experimental 3 Visking tubing, different microscopic according to phyla. and results of an in vascular bundles between the cm , Read investigation. concentration solutions) organisms. experiment involving (in leaves, stems or dentitions of an temperature to 1°C. to demonstrate osmosis. Variation of one roots). omnivore, factor (temperature, carnivore and concentration, pH). herbivore and their diet. 11 Use apparatus and Make observations Classify T. S. blood Make inferences or Write an experimental Describe the Measure to 0.001g , Predict the outcome materials (hot water of plant tissue in vessels (diagrams/ draw a valid report on an relationship liquids to 0.5 ml or if one variable is 3 bath, test tubes, test tube solutions of different prepared slides). conclusion based on experiment to between the cm , Read taken into account. holders, porcelain tile, concentrations. sequential investigate the effect amount of a temperature to 1°C. dropping pipette, observations with one of a given chemical/fluid alcohol, iodine solution) step missing. environmental factor produced on the correctly and safely in on the rate of operation of a an experiment to transpiration. process (ADH investigate whether light concentration and is needed in the urine production). production of starch by photosynthesis. 12 Use a scalpel, razorblade Observe slow Classify molecules Use data from several Use annotated Relate the Measure to 0.001g , Based on data or scissors to dissect changes in which are sources to form a diagrams to describe a structure of an liquids to 0.5 ml or predict a long-term 3 various types of flowers. organisms over a components of valid conclusion. sequence of events organ to its cm , Read outcome if there are period of time macro-molecules that occurs over a functions temperature to 1°C. no interferences. (various types of (DNA and RNA). period of time (from (placenta). tropisms). pollination to fruit and seed formation). Biology Curriculum 2010, Grades: 10 – 12 34 COMPARISON OF BENCHMARKS FOR GRADE LEVELS Grade Collect, process Formulate Recognize and Design, conduct and Formulate Apply principles Make informed, Pursue new and interpret hypotheses. control variables. evaluate scientific models. and concepts responsible and knowledge. data/information. investigations. (scientific & wise decisions. technological) to make products. 10 Collect population Formulate Recognize variables. Plan and conduct Make models of Create an item Make decisions Conduct research of data during field hypothesis. simple investigations. cells. from materials based on the literature to find studies. obtained locally. information given. information on a given topic. 11 Convert population Formulate a Recognize variables Select an appropriate Construct a model Design a gadget Adopt practices for a Identify a topic or numbers to ratios. hypothesis that may and attempt to method for an to show a process. based on a healthy lifestyle and question of interest be easily tested. control one. investigation to solve scientific good environmental and related to the a problem. principle studied. stewardship. information studied to conduct independent research. 12 Construct and Formulate a Recognize and Plan, conduct and Make a model that Suggest the use Make a position Interview people to interpret graphs. hypothesis that may control more than evaluate an functions. of technology statement on a acquire data/ not be easily tested. one variable. investigation to verify based on a contemporary information. a hypothesis. scientific biological issue. principle studied. Grade Demonstrate critical thinking. 10 Pose a question on content studied that would extend their knowledge. 11 Compare benefits and disadvantages on an issue, formulate an opinion and defend it. 12 Suggest possible resolutions to the dilemma between the need for biotechnology and the apparent lapses in bioethics. Biology Curriculum 2010, Grades: 10 – 12 35 SCOPE OF WORK GRADE 10 STRAND: ENVIRONMENTAL BIOLOGY UNIT: MANGROVE ECOSYSTEMS DURATION: 2 ½ weeks LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT 1 Locate on a map of the island Mangroves are flowering plants • Identify leeward side of Map of the island Valid sites on the sheltered side likely areas for mangrove (angiosperms) adapted to the interface island. of island at the interphase of land ecosystems to be located. between land and sea, lakes/ponds, areas • Locate sheltered side of island and sea identified on a map that are sheltered from high wave action, on a map. endure a highly 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. Make an annotated outline Open water, high tide, inter-tidal, low • Read information on zones of Marine Biology for the Caribbean drawing of the profile of a tide, dry land zones. Substrate, flora, a mangrove ecosystem. mangrove ecosystem showing fauna. • Make an annotated outline Rubric for assessing visual zonation and the features of each drawing of the profile of a aids/presentations zone. mangrove ecosystem showing zonation and the features of each zone. Construct and use field equipment Field sampling techniques and equipment: • Make a quadrat to survey Meter rules; string; quadrats (pvc Rubric used to evaluate in an ecosystem. quadrats – a square frame (metal, plastic organisms in an aquatic, pipe; wooded slats); fish trap - 12 construction of field equipment 2 2 or wooden) usually 0.5m or 1 m , line coastal or terrestrial ecosystem oz or bigger plastic bottles, transects, belt transects; capture on or near school grounds. scissors, duct tape; poles; clip Correct use of field equipment techniques for mobile animals – sweep • Make a fish trap (bottle) to boards; jam jars; nets; simple fish traps (small fish); pitfall capture fish in a rocky shore, www.breef.org traps. sandy beach or sea grass. Compiled Documents – BREEF • Make nets or traps to sample Marine Conservation Workshop small invertebrates in a GCSE Biology terrestrial ecosystem. • Make a line transect. 1 http://www.mesa.edu.au/cams/module1/readings02.htm - tidal Biology Curriculum 2010, Grades: 10 – 12 36 SCOPE OF WORK GRADE 10 STRAND: ENVIRONMENTAL BIOLOGY UNIT: MANGROVE ECOSYSTEMS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Conduct a field study of a • Virtual field trip or field trip to Wondrous West Indian Wetlands – Rubric for assessing field mangrove ecosystem. mangrove ecosystem Mangroves of the Caribbean- An work/exercise • Use pictures and written identification Guide; Teacher’s descriptions to make field ID Resource Book; digital cameras; cards. Place each card in a Ziploc field guides; rulers; pencils; buckets; plastic bag or laminate. binoculars ; ziplock bags; index • Classify organisms according to cards phylum. • Use a picture-graph to show the relative abundance of organisms Graph showing collected data in each phylum represented. Identify and classify the biotic and • Identify and classify the biotic Worksheet Correct identification of biotic and abiotic factors in a mangrove and abiotic factors in the abiotic factors ecosystem. environment. • Record flora and fauna using drawings (from above field trip). Compare and contrast the Roots, leaves (size, shape, • Construct a table that compares Fresh samples of mangroves and/or Number of similarities and features/adaptations of the types of surface), fruit habitat (i.e. substrate), roots, pictures/photographs of mangroves differences cited mangroves. leaves (appearance and position), including Buttonwood; external appearance of bark, Wondrous West Indian Wetlands flowers and fruits of red, white, Teacher’s Resource Book and black mangroves, and buttonwood. • Create a visual display showing how the features of each type of mangrove is adapted to its environment/zone. Biology Curriculum 2010, Grades: 10 – 12 37 SCOPE OF WORK GRADE 10 STRAND: ENVIRONMENTAL BIOLOGY UNIT: MANGROVE ECOSYSTEMS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Explain the adaptations of the Red – stilt roots, germinating seeds Create a visual aid showing the BNT fact sheets Rubric for assessing visual aids three types of mangroves and while attached, leaf covering: in water structural features along with an Buttonwood to the conditions in Black – pneumatophores: high tide explanation of each feature as which they live. and intertidal, low oxygen conditions an adaptation. White – leaf coverings, salt secreting gland, no specialized roots: shoreline Buttonwood – size leaves: land Illustrate the flow of energy Bacteria and fungi breakdown litter to Construct a mangrove food web http://www.reef.org/resources/galleri Plausible food web correctly through a mangrove food web. form a food source for small using data collected from field es/caribbean drawn invertebrates which, in turn, are fed on survey and other resources. Wondrous West Indian Wetlands by higher carnivores. Mangroves – Teacher’s Resource Book; basis of complex detrital food web Treasures in the sea supporting fish, crustaceans, molluscs BREEF Marine Conservation and birds. Workshop other Internet sources Predict how energy distribution Predict how energy distribution GCSE Biology Plausible predictions with reasons and energy use will be altered and energy use will be altered given through changes in the food web. through changes in the food web. Explain the role of mangroves in Succession of mangroves. • Relate the type of mangrove General Science – Silver Burdett land-building. found to the abiotic conditions in an imaginary transect from the sea to inland. • Make a sketch showing the Accuracy of sketch profile of mangrove types from the sea to inland. Rubric for assessing oral • Make an oral presentation presentations explaining the role of mangroves in land-building. Biology Curriculum 2010, Grades: 10 – 12 38 SCOPE OF WORK GRADE 10 STRAND: ENVIRONMENTAL BIOLOGY UNIT: MANGROVE ECOSYSTEMS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Research the importance of Mangroves act as barrier to erosion • Participate in a debate on Treasures in the Sea; Wondrous Rubric for assessing debate/oral mangrove ecosystems. waves, help protect against tides and mangroves wetlands versus West Indian Wetlands; BREEF presentations storm surge; prevent salt intrusion wastelands. Marine Conservation Workshop onto land; stabilize sediment deposits; Internet sources provide habitat for commercial and • Prepare a brochure or Craft materials, media equipment Rubric for assessing visual aids/ recreational fisheries resources; serve multimedia presentation presentations as nursery or breeding habitat for highlighting the importance of important commercial and recreational mangrove ecosystems. offshore fisheries resources (e.g. spiny lobster); trap silt; filter land based pollutants; in Bahamas mangroves relatively easily accessible and therefore of high environmental education value. Research the natural and man- Urban development, pollution, storms, • Create a song, poem, rap or Treasures in the Sea; Wondrous • Rubric for assessing oral made threats to mangrove climate change, invasive species infomercial that promotes the West Indian Wetlands; BREEF presentations ecosystems. awareness of the threats of Marine Conservation website; mangrove ecosystems. Bahamas Environmental Protection • Class field trip to a mangrove Manual; Pamphlets Fact Sheets from ecosystem (previous). Identify Ministry of Environment; Bahamas and record (using a table) National Trust and other • Correct identification of threats threats observed. Environmental Groups operating in recorded in suitable table The Bahamas Internet sources Suggest methods of conservation Prepare a speech to be given at a Rubric for assessing oral town meeting to persuade presentations members of the community to implement measures to preserve one identified mangrove ecosystem on the island. Biology Curriculum 2010, Grades: 10 – 12 39 SCOPE OF WORK GRADE 10 STRAND: ENVIRONMENTAL BIOLOGY UNIT: CORAL REEF ECOSYSTEMS DURATION: 2 ½ weeks LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Identify the locations of coral reefs • Indicate the locations of major Blank world maps and maps of the Correct labeling of maps and on a map of the world and a map coral reefs on a map of the Bahamas, crayon pencils, maps with identification of abiotic factors of The Bahamas. world. locations of coral reefs (Bahamas • Indicate the locations of major National Trust – Coral Reef coral reefs on a map of The Handbook) Bahamas. Show the relationship between Found in tropical waters that are: • Note temperature and depth of Marine Life of the Caribbean • Correct identification of abiotic locations of coral reefs and abiotic shallow (do not exceed depths of 50- water next to coral reefs. factors factors which are needed for coral 70m); warm (23-25ºC OR 70-85ºF); • Use the maps to explain the Maps showing depth of sea and reefs to thrive. clear; clean; sunlit relationship between locations islands. • Rubric for assessing oral of coral reefs and abiotic presentation with relationship factors which are needed for clearly shown coral reefs to thrive. Describe a coral polyp. Coral polyps are coelenterates, hollow Make an annotated Marine Life of the Caribbean Rubric for assessing visual aids 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. Explain the role of coral polyps Colonies of coral polyps form coral Creatively display reef building Reef identification cards; booklets Rubric for assessing visual aids and other organisms in coral reef reefs. Coral polyps secrete a calcium organisms using photos, formation. carbonate (limestone) skeleton; drawings etc coralline algae, trap and stick sand together and stabilize the reef. Hard corals build reefs, soft corals do not. Biology Curriculum 2010, Grades: 10 – 12 40 SCOPE OF WORK GRADE 10 STRAND: ENVIRONMENTAL BIOLOGY UNIT: CORAL REEF ECOSYSTEMS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Identify hard and soft coral Hard corals: staghorn coral, elkhorn Make a key identifying and Diagrams or photographs showing Correct identification and found locally. coral; brain coral; soft corals: sea fans, locating hard and soft coral on flora and fauna of a Bahamian distinctions made between soft sea whips. pictures or diagrams of a reef. and hard corals using an Bahamian reef. appropriate key Create a news article explaining Coral reefs important for: providing Prepare a news article explaining Pamphlets from governmental and Rubric for assessing (oral) the benefits of coral reefs. spawning, nursery, shelter and feeding the importance of coral reefs. The non-governmental environmental presentation areas for a large variety of organisms article could be prepared for print agencies (biodiversity); storm protection – or electronic media. Bahamas Reef Environment minimize wave impact; fisheries; sand Education Foundation (BREEF) production; tourism – way to earn www.breef.org; Abaco Friends of foreign currency and provide jobs; the Environment, medical advances/pharmaceuticals www.friendsoftheenvironment.org (video, audio or print) ; 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 Biology Curriculum 2010, Grades: 10 – 12 41 SCOPE OF WORK GRADE 10 STRAND: ENVIRONMENTAL BIOLOGY UNIT: CORAL REEF ECOSYSTEMS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Explain the role of Zooxanthellae are algae living inside • Compare photographs of Internet, magazines, photographs • Comparison of bleached and zooxanthellae. coral for protection and access to light. bleached coral and healthy healthy coral Coral polyps make use of carbohydrates coral. and oxygen the algae make as a result of • Describe what would happen photosynthesis. Zooxanthellae also help if the zooxanthellae did not with the corals ability to make their return to the polyp tissues. Marine Life of the Caribbean limestone skeleton. Pigments in algae • Design a concept map to show • Rubric for assessing visual give coral its colour. the role of zooxanthellae in aids coral reefs. Observe the diversity of • Observe the diversity of Internet • Number and diversity of organisms in the coral reef organisms in the coral reef organisms described ecosystem. ecosystem in a virtual field trip. • Identify three reef organisms Marine Life of the Caribbean • Identification of three not previously known (to Guide to Corals & Fishes organisms student) • Formulate a hypothesis on the number of species present in a reef ecosystem. Construct a coral food web Producers - phytoplankton; zooxanthellae; Construct a coral food web Treasures in the Sea – An Educator’s • Rubric for assessing visual showing producers, primary, coralline algae; calcareous algae e.g. showing producers, primary, guide to Teaching Marine aids secondary and tertiary Halimeda produces 50% Caribbean beach secondary and tertiary Biodiversity; Bahamas National Trust consumers. sand; sea weeds (macroalgae); sea consumers. & American Museum of Natural grasses. Primary consumers – History zooplankton; tube worms; conch; sea Wondrous West Indian Wetlands - A urchins; herbivorous reef fish – resource Book on Caribbean Wetlands damselfish, parrot fish. Secondary and for teachers and other Educators tertiary consumers - coral polyps; Compiled Documents – BREEF sponges; sea anemone; carnivorous reef Marine Conservation Workshop fish – butterfly fish, puffer fish, grouper, Internet sources eels, sharks, barracudas Biology Curriculum 2010, Grades: 10 – 12 42 SCOPE OF WORK GRADE 10 STRAND: ENVIRONMENTAL BIOLOGY UNIT: CORAL REEF ECOSYSTEMS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Identify the adaptations of reef fish Body plan/shape adaptations: • Match various reef fish to Reef identification cards; reef • Correct identification and to their environment. fusiform; laterally compressed; given shapes and state the guides; Internet video clips, paper; description of fish shapes. ribbon/snake-like; sphere, color advantage of each shape. paints/coloring pencils; worksheets; patterns: camouflage; disruptive • Make a poster or 3-D model photographs; glue etc. • Rubric for assessing coloration; counter-shading; of a reef highlighting 3 or Treasures in the Sea – An poster/model advertising; deceiving more adaptations. Educator’s guide to Teaching • Record in a creative manner Marine Biodiversity • Rubric for assessing adaptations the adaptations of reef fish to Pisces Guide to Caribbean Reef to the environment. the environment. Ecology - William S. Alevizon BREEF website Research natural and man-made Over-fishing – including the use of • Conduct research to identify http://www.reefrelief.org/reef.shtml Rubric for assessing research threats to coral reefs. damaging fishing practices e.g. natural and man-made Reef protection pamphlets (Bahamas dynamite, chlorine bleach; rising threats to coral reefs. National Trust, Ministry of levels of CO2; ship groundings; • Create a fact sheet by Agriculture and Fisheries, BREEF sewage; marine debris; sediments - collating information on etc.) from poor land use, deforestation, and threats to coral reefs Treasures in the Sea – An dredging; coastal development; global published by environmental Educator’s climate change; coral bleaching - agencies based in The guide to Teaching Marine caused by elevated sea surface Bahamas. Biodiversity, Wondrous West Indian temperatures due to global climate Wetlands; BREEF Marine change; diseases, plagues and Conservation Workshop invasive species; indirect human Internet sources impact - rising poverty, increasing populations, poor capacity for management and lack of resources, lack of political will, and oceans governance. Biology Curriculum 2010, Grades: 10 – 12 43 SCOPE OF WORK GRADE 10 STRAND: ENVIRONMENTAL BIOLOGY UNIT: ROCKY SHORES ECOSYSTEMS DURATION: 3 weeks LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Locate on a map of the island Windward side of island, cope with • Identify windward side of Map of the island Valid sites on the exposed side (to likely areas for rocky shoreline strong breezes, strong wave action, island. main winds) of island identified on ecosystems to be located. high salinity, strong sunlight, little • Locate exposed side of island a map soil, exposed bare rock, tide pools on a map. Conduct field studies (or virtual) Environmental conditions include – • Observe the abiotic features of Paper, pencils, camera, field guide, Number and quality of detailed of a rocky shoreline. exposure to strong light; heat; wind the rocky shore. quadrat, tape measure, rope, string, observations action; wave action; tides; rain; hard meter rules, poles substrate; exposure to predators. Caribbean Biology - An Integrated Colour and wave height of sea. Approach; Marine Life of the Divided into distinct zones: Splash, • Identify four zones. Caribbean; Making a Quadrat – High Tide, Mid Tide/Inter-tidal, Low BREEF Marine Conservation Tide Zone. Tide Pools. Workshop Surface of substrate, cliffs, blowholes, • Observe special features of rock pools the substrate. Measure temperature and wind Measure temperature (air, rock Thermometers, string, rope, Accuracy of measurements, clarity speed. surface, water), wind direction anemometer, wind vane. of recording measurements and wind speed (at 3 points along the transect). Use tools and equipment to gather Quadrats, line transects, measuring • Use quadrats to survey sessile Quadrat, tape measure, rope, string, Rubric for assessing use of data. tape organisms. meter rules, poles materials and equipment correctly • Use quadrats, line or belt GCSE Biology and safely transects to observe and record the distribution of plants. Collect and record data. • Identify (names or key) the Tally counter, clipboard Clarity in recording of data organisms found in quadrat and GCSE Biology transect studies. • Count and record the number of each type of organism found in quadrat and transect studies. Biology Curriculum 2010, Grades: 10 – 12 44 SCOPE OF WORK GRADE 10 STRAND: ENVIRONMENTAL BIOLOGY UNIT: ROCKY SHORE ECOSYSTEMS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Make an annotated outline drawing Low tide, inter-tidal, high tide, • Make an outline drawing of Clarity of diagram, validity of of the profile of a typical rocky splash, exposed rock, pioneer zones the profile of a rocky notes (based on observations) shoreline ecosystem showing shoreline showing the main zonation and the features of each zones. zone. • For each zone note the substrate, exposure to sunlight, covering by water. Identify key organisms found in Nerites, Periwinkles, Limpets, • Draw and describe the Index; cards, digital camera Descriptions of identified each zone. chitons, sea urchins, Caribbean external features of organisms (optional), contact paper, pictures organisms topshell; green, brown and red from each of three zones. Caribbean Biology - An Integrated seaweeds. • Using pictures or drawings Approach; Marine Life of the make waterproof file cards Caribbean identifying organisms. Fact sheets Bahamas National Trust or Bahamas Environmental Protection Manual Describe the adaptations of the Crustaceans and mollusks including Use the descriptions of As above organisms to their habitat/zone. those above. organisms (above) to the rocky Adaptations of organisms to: drying shore environment and zone in Number of adaptations identified, our; overheating; change in salinity, particular to describe the clear relationships shown between wave action, predation adaptations of the organisms to adaptations and habitat. their habitat/zone. Conduct a survey of Citation pica Size and distribution Observe a named mollusc in its Quadrats, poles, string, meter rule Rubric for assessing surveys (whelks, walks, West Indian habitat and measure its Field guide, paper; adaptation Topshell) or other named mollusc on distribution in the various zones Caribbean Biology - An Integrated a rocky shore. of a rocky shore. Approach; Marine Life of the Caribbean Show the relationship between the Complete table that compares Marine Life of the Caribbean Relationship clearly shown features of the mollusc surveyed and organism, adaptation and value BNT publications between the adaptations of its adaptations to the environment. of adaptation. mollusc to its habitat. Biology Curriculum 2010, Grades: 10 – 12 45 SCOPE OF WORK GRADE 10 STRAND: ENVIRONMENTAL BIOLOGY UNIT: ROCKY SHORE ECOSYSTEMS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Suggest benefits derived from the Protection against erosion of • Brainstorm benefits derived Marine Life of the Caribbean Valid benefits with plausible rocky shoreline. landmass by waves, pioneer zones from the rocky shoreline. reasons/explanations break wind action protecting inland • Prepare a cartoon showing plants, source of edible mollusks. benefits derived from the rocky shoreline Conduct research to determine Industrial plants nearby, oil tankers • Conduct research to determine Internet, websites: BNT. BREEF, Rubric for conducting research threats to the rocky shoreline berthing at docks, container ships threats to the Rocky shoreline news articles ecosystems. traffic, nearby ocean pathways with ecosystems. vessels discharging waste. • Include the threats in the Rubric for assessing visual aids cartoon. • Make a position statement on Clarity in stating a position the need to monitor identified statement with relevant reasons threats to local rocky shorelines. Biology Curriculum 2010, Grades: 10 – 12 46 SCOPE OF WORK GRADE 10 STRAND: ENVIRONMENTAL BIOLOGY UNIT: SANDY BEACH ECOSYSTEMS DURATION: 3 weeks LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Locate on a map of the island Located on the sheltered side of • Identify leeward side of island. Map showing island of residence Valid sites on the sheltered side likely areas for sandy shoreline island, often with reefs offshore. • Locate sheltered side of island on a of island (protected by reefs) ecosystems. Gentle breezes, gentle wave action, map. deposition of sand, shifting sandy substrate. Conduct field (or virtual) studies Colour and wave height of sea, • Observe the abiotic features of the Quadrats, poles, string, meter rule Number and level of details of of a sandy beach. wind, temperature. rocky shore. digital camera (optional) , index observations cards; pencil; Identify zones on sandy beach: Low • Identify six zones. Caribbean Biology - An Integrated Tide, Intertidal, High Tide, Pioneer, Approach; Fixed Dune, Scrub Woodland Zone. Marine Life of the Caribbean Variations in soil particle • Observe special features of the GCSE Biology size/texture along a profile from the substrate. sea inland, variation in colour, holes (animals) Make an annotated outline • Sketch the slope (profile) of the Pencil, paper, transect line, Clarity of diagram and accuracy drawing of the profile of a sandy beach clipboard, of zones and features indicated shoreline ecosystem showing • Identify the main zones zonation. • Indicate the features of each zone. Measure temperature and wind • Use equipment to measure abiotic Thermometers, string, rope, Rubric for assessing correct use speed. factors. anemometer, wind vane. of equipment • Measure temperature (air, sand surface, 10 cm below surface, water), Accuracy of measurements, wind direction and wind speed (at 3 clarity of recording points along the transect). measurements Use tools and equipment to gather Quadrats, line transects, measuring • Use quadrats to survey sessile Quadrat, tape measure, rope, Rubric for assessing use of data. tape organisms. string, meter rules, poles equipment • Use quadrats, line or belt transects to observe and record the distribution of plants. Biology Curriculum 2010, Grades: 10 – 12 47 SCOPE OF WORK GRADE 10 STRAND: ENVIRONMENTAL BIOLOGY UNIT: SANDY BEACH ECOSYSTEMS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Collect and record data. • Identify (names or key) the Tally counter, clipboard Clarity in recording of data organisms found in quadrat and GCSE Biology transect studies. • Count and record the number of each type of organism found in quadrat and transect studies. Identify key organisms found in • Draw and describe the external Index; cards, digital camera Descriptions of identified each zone. features of organisms from each (optional), contact paper, pictures organisms of three zones. Caribbean Biology - An Integrated • Using pictures or drawings Approach; Marine Life of the make waterproof file cards Caribbean identifying organisms. Fact sheets Bahamas National Trust or Bahamas Environmental Protection Manual Conduct a survey of invertebrates • Observe invertebrates in their Quadrats, poles, string, meter rule on a sandy shore. habitat. Field guide, paper; adaptation • Record invertebrates found. Caribbean Biology - An Integrated Approach; Marine Life of the • Note their distribution in the Caribbean various zones of a sandy shore. • Make a graphic organizer to show the distribution of Accuracy of information and invertebrates in the zones. distribution clearly shown • Classify the invertebrates found on sandy shores. Identified invertebrates correctly • Construct a bar graph showing classified in phyla the number each phylum represented. Rubric for assessing collecting and processing data Biology Curriculum 2010, Grades: 10 – 12 48 SCOPE OF WORK GRADE 10 STRAND: ENVIRONMENTAL BIOLOGY UNIT: SANDY BEACH ECOSYSTEMS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Show the relationship between the Flat invertebrates – least resistance to Complete table that compares Marine Life of the Caribbean Relationship clearly shown features of the invertebrates waves, burrowing – escape exposure organism, adaptation and value BNT between the adaptations of surveyed and their adaptations to to direct sunlight. of adaptation. invertebrates to their habitat the environment/zone. Show the relationship between the Plants with long, branching roots – Complete table that compares Marine Life of the Caribbean Relationship clearly shown features of plants observed and hold substrate, absorb maximum fresh organism, adaptation and value BNT between the adaptations of plants their adaptations to the water; plants green, flexible stems – of adaptation. to their habitat environment/zone. withstand breezes; xerophytic adaptations – salt conditions. Research the importance of the Recreation, economy, protection • Brainstorm benefits derived • Valid benefits with plausible sandy shoreline. against inland erosion. from the sandy shoreline. reasons/explanations • Prepare a cartoon/song/rap Articles on tourism/national income • Rubric for assessing visual/oral highlighting benefits derived presentations from the sandy shoreline. Research the threats to the sandy Dredging, shipping corridor (release • Conduct research to Internet, websites: BNT, BREEF Rubric for assessing conducting shoreline. waste), human pollution, construction, determine threats to sandy research mining, damaging reefs, bleaching shoreline ecosystems. reefs, hurricanes, climate change. Suggest ways to reduce threats to Make a presentation (in a forum Internet, BREEF website Rubric for assessing oral/visual the sandy shoreline. – school/community) to presentations advocate implementation of measures to reduce the threats to sandy shorelines in The Bahamas. Biology Curriculum 2010, Grades: 10 – 12 49 SCOPE OF WORK GRADE 10 STRAND: ENVIRONMENTAL BIOLOGY UNIT: FOREST ECOSYSTEMS DURATION: 1 ½ weeks LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Compare the abiotic Abiotic factors (substrate, wind, water); • Locate the three zones on a Maps, annual rainfall records. conditions in the three adaptations: Northern Bahamas Pine forest – map of The Bahamas. geographical zones of The found in Grand Bahama, Andros, Abaco and New • Compare the rainfall and Bahamas. Providence. substrate in each of the Accuracy of information Central Bahamas Broadleaf Hardwood Forest zones. Coppice – Whiteland coppice run along coasts Southern Bahamas Drought Resistant Woodland – islands south of Crooked Island Passage – islands mainly dry. Describe the main flora Main flora and fauna; adaptations: Northern • Identify the main flora BNT publications • Number of flora and fauna and fauna found in each Bahamas Pine forest – Caribbean pine (Pinus found in the ecosystem. Nature Conservancy posters identified forest and their caribea var. bahamensis); southern bracken fern • Describe any features that adaptations. (Pteridium aquilinum); silver thatch palm are adaptations to the • Correct identification of features (Coccothrinax argentata), poisonwood (Metopium habitat. as adaptations toxiferum), five fingers (Tabebuia bahamensis). • Identify the main fauna Identify some of the animals. Abaco Bahama found in the ecosystem. Parrot; Bahama Woodstar Hummingbird; Cuban • Describe any features that Emerald Hummingbird, pine warbler, Bahamian are adaptations to the boa constrictor, lizards, Andros Rock Iguana habitat. (Andros) Central Bahamas Broadleaf Hardwood Forest Coppice – 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 – cactus and stunted versions of some species further north. Biology Curriculum 2010, Grades: 10 – 12 50 SCOPE OF WORK GRADE 10 STRAND: ENVIRONMENTAL BIOLOGY UNIT: FOREST ECOSYSTEMS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Conduct field studies of a forest. Main flora and fauna; abiotic factors; Conduct a field survey of a Bahamas National Trust Whiteland Rubric for assessing field reports adaptations: Northern Bahamas Pine named terrestrial ecosystem Coppice; Blackland Coppice; Pine forest (found in Grand Bahama, Forest Andros, Abaco and New Providence) Exploring the Bahamian Pine Forest Central Bahamas Broadleaf – A Teacher’s Resource Bahamas Hardwood Forest National Trust Coppice (Cat Island, Eleuthera, Bahamas Environmental Handbook Exuma, Rum Cay, San Salvador ) Whiteland coppice run along coasts & Blackland Coppice interior of islands Southern Bahamas Drought Resistant Woodland – islands south of Crooked Island Passage –cactus and stunted versions of some species further north. ONE FOREST TYPE WILL BE STUDIED FOR THIS UNIT. Use a line transect or other As above • Identify the more abundant As above • Number of organisms present appropriate method to survey organisms in the forest studied correctly identified organisms in the area. • Use a key on a diagram to • Realistic representation of line represent types of plants in the transect line transect. Construct a possible food web for As above Construct a possible food web GCSE Biology Plausibility of food web the ecosystem for the ecosystem constructed Research the importance of the Prepare a cartoon, poem, skit, Bush Medicine resource book Rubric for assessing oral/visual terrestrial ecosystem to man and song or rap to demonstrate the BNT fact sheets presentations wildlife. importance of the ecosystem. Exploring the Bahamian Pine Forest – A Teacher’s Resource Biology Curriculum 2010, Grades: 10 – 12 51 SCOPE OF WORK GRADE 10 STRAND: ENVIRONMENTAL BIOLOGY UNIT: FOREST ECOSYSTEMS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Suggest possible threats to Threats to terrestrial ecosystems include: fire, urban • Identify threats to the Exploring the Bahamian Pine Forest Number and validity of suggested the ecosystem. development and climate change. dominant local – A Teacher’s Resource threats terrestrial ecosystem • Describe the impact of these threats to the ecosystem. • Suggest methods of reducing threats. Persuade peers to value the Forest regeneration. • Create a pamphlet to Rubric for assessing visual aids terrestrial ecosystem. persuade peers to value the terrestrial ecosystem. Show personal valuing of Write a personal pledge to BNT fact sheets Correct (forest) content, personal the local forest. help conserve the local focus, enthusiasm and forest. commitment conveyed Biology Curriculum 2010, Grades: 10 – 12 52 SCOPE OF WORK GRADE 10 STRAND: CELL BIOLOGY AND GENETICS UNIT: CELLS DURATION: ½ week LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Use a light microscope to Structures in plant cells only: cell wall, • Examine prepared slides of Prepared slides of animal or plant Correct handling of apparatus and observe structures in plant and chloroplasts, starch grains; plant and animal cells with cells; materials animal cells. animal cell only: glycogen granules; both microscope. Onion, knife/scalpel, toothpick, cells: cell membrane, nucleus, chromatin, • Prepare slides of plant and iodine, methyl blue, microscope vacuoles. animal cells. slides, cover slips, microscopes • Draw and label cells as seen CXC Human and Social Biology under low and high power. Longman Biology for CSEC Observe detailed structures of Structures seen under electron • Observe cell structures on Detailed diagrams of cells showing plant and animal cells. microscopes are: smooth and rough photographs, transparencies organelles. endoplasmic reticulum, ribosome, golgi etc. CXC Human and Social Biology apparatus, lysosome, centriole (animal • Label blank diagrams of cells Biology for CSEC Correct labeling of diagram of cell cell) mitochondria showing organelles. Longman Biology for CSEC Make a 3D model of a plant Model should include: cell wall, cell • Construct a 3D model of a Variety of craft materials such as: Rubric for assessing models and animal cell. membrane, chloroplasts, nucleus, plant cell with its organelles. Scissors, construction paper, glue nucleolus, chromatin, mitochondria, smooth and rough endoplasmic reticulum, • Make a cell mobile. ribosome, golgi apparatus, lysosome Explain the relationship of the In addition to parts of the cell seen under • Role play- students Diagrams of detailed structures • Rubric for assessing oral cell parts to their function. the microscope, include the following: representing different presentations (role-play) endoplasmic reticulum – components of organelles describe their Biology for CSEC cell membrane assembled here and some structure and function; CXC Human and Social Biology proteins are changed; ribosome – proteins Longman Biology for CSEC are assembled here; golgi apparatus – • “Sell a cell” – students must Human Form & Function modify proteins and repackage for sell parts (market their • Rubric for assessing oral/visual distribution; lysosome – digests excess or importance) of a cell presentations worn out cell parts, food particles and invading microbes; centriole – involved in cell reproduction Biology Curriculum 2010, Grades: 10 – 12 53 SCOPE OF WORK GRADE 10 STRAND: CELL BIOLOGY AND GENETICS UNIT: SIMPLE ORGANISMS DURATION: 1 week LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Observe diagram of bacterial cell. A prokaryote cell has a simpler • Observe a diagram of a Transparency/chart/diagram of Correct identification and conclude that it is a prokaryote structure than a eukaryote cell. It does bacterial cell and identify cell bacterial cell and/classification of cells as cell. not have a proper nucleus and only a parts. GCSE Biology prokaryotes or eukaryotes single DNA strand. • Compare the bacterial cell Biology for CSEC with a plant and animal cell. CXC Human and Social Biology • Form a conclusion that it is a prokaryote cell. Describe binary fission in simple Amoeba and bacteria reproduce by • Make annotated diagrams to Plasticene Rubric for assessing visual aids organisms. binary fission; offspring identical to show binary fission. GCSE Biology parent; chromosomes replicate first; • Identify examples of simple Biology for CSEC then nucleus/nuclear material splits organisms that reproduce by CXC Human and Social Biology into tw;, then cytoplasm – then 2 binary fission. identical organisms, rapid once every • Use plasticene to demonstrate 20 minutes. binary fission. • Draw conclusions about the speed of reproduction, number of offspring produced and resemblance of offspring to parents. Observe yeast budding. Yeast is an unusual plant. Each • Make a yeast suspension. organism consists of a single cell. The • Use methylene blue to stain Yeast, water, glucose, methylene main method of reproduction is suspension on microscope blue, glass slide, cover slip, asexual, by budding: this generally slide. microscope results in the daughter cells remaining • Observe cells reproducing GCSE Biology • Correct use of the microscope attached together, forming under a microscope. Longman Biology for CSEC characteristic colonies. • Make a sketch of • Accuracy of sketch/drawing observations. Biology Curriculum 2010, Grades: 10 – 12 54 SCOPE OF WORK GRADE 10 STRAND: CELL BIOLOGY AND GENETICS UNIT: SIMPLE ORGANISMS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Describe budding in simple Yeast nucleus divide by budding, • Make annotated diagrams to Plasticene Rubric for assessing visual organisms. nucleus divides, cytoplasm outgrowth, show budding. GCSE Biology presentation bud forms, colonies of buds; buds • Identify examples of simple Longman Biology for CSEC separate to form new colonies, organisms that reproduce by offspring identical to parent. Budding budding. found in Coelenterates, yeast cells. • Use plasticene to demonstrate budding. Observe growth and development Pin mould grows on substances like • Set investigation - a slice of Bread , cheese, sandwich bag, of Mucor. stale bread and cheese. The surface bread or a piece of cheese in a Magnifying glass, glass slide, shows a superficial mat of grey sandwich bag left on the table microscope cylindrical branching threads called for a week. hyphae which penetrate the substrate. • Observe the mould using a Caribbean Biology Correct use of the microscope The hyphae secrete enzymes which magnifying glass or a sample CXC Human and Social Biology digest the food and make it soluble to on a slide using the be absorbed. microscope. Describe spore formation in Pin mould have spores – single • Make annotated diagrams to GCSE Biology Rubric for assessing visual simple organisms. reproductive cell produced by show spore formation. CXC Human and Social Biology presentation sporangium, cytoplasm collects • Identify examples of simple around the nuclei to form spores, organisms that reproduce by sporangia black swellings at tip of sporulation. erect hyphae; sporangia burst release • Design, make and use models Rubric for assessing models spores to demonstrate reproduction by sporulation. Biology Curriculum 2010, Grades: 10 – 12 55 SCOPE OF WORK GRADE 10 STRAND: CELL BIOLOGY AND GENETICS UNIT: ACTIVITY OF ENZYMES IN CELLS DURATION: 1 week LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Use materials to show enzyme An enzyme is a type of protein that is Use liver or potato and hydrogen Hydrogen peroxide solution Correct use of apparatus and safe action. produced by cells. Enzymes catalyze peroxide to show the production Liver or Irish potato; use of materials chemical reactions in living of oxygen bubbles which Test tubes; knife; mortar and pestle organisms. The enzyme in liver and indicate enzyme activity. (or other grinding apparatus) Number and quality (details) of potato breaks down hydrogen observations GCSE Biology peroxide (formed in cells) into water Biology for Life and oxygen Longman Biology for CSEC CXC Human and Social Biology Plan and conduct an experiment to Enzymes work best at a certain pH. • Formulate a hypothesis on the Potato or liver extracts; hydrogen Rubric for assessing investigations determine the pH conditions under Explain effect of change in pH on pH conditions under which peroxide; which the enzyme catalase works enzyme i.e. change can alter the shape the enzyme catalase works Amylase solution and starch best. of a protein; hence affect shape of best. solution; active site; which could slow down or • Plan the experiment Alkali (e.g. sodium carbonate) stop reaction. • Identify and control variables Acid (e.g. acetic acid); • Conduct experiment Water (neutral); • Make observations Iodine solution; • Formulate a conclusion Test tubes; beakers; water bath; Pipette; syringe CXC Human and Social Biology GCSE Biology Plan and conduct an experiment to Enzyme – alter shape of active site – • Formulate a hypothesis on the Hydrogen peroxide solution Rubric for assessing investigations determine the effect of no reaction; decrease temperature - temperature at which the Liver or Irish potato temperature on enzyme action. decrease activity. enzyme catalase works best. Test tubes • Plan the experiment Hot, cold and room temperature • Identify and control variables water baths • Conduct experiment • Vary the temperature of liver Longman Biology for CSEC or potato by placing them in CXC Human and Social Biology different temperature water baths Biology Curriculum 2010, Grades: 10 – 12 56 SCOPE OF WORK GRADE 10 STRAND: CELL BIOLOGY AND GENETICS UNIT: ACTIVITY OF ENZYMES IN CELLS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Measure temperature. An enzyme works best at a certain • Use a thermometer to measure Hydrogen peroxide solution, liver or • Correct use of thermometer temperature/ the optimum the temperature of water baths Irish potato, test tubes, • Accuracy in measurement of temperature; increase in temperature with cold, warm and hot thermometers, water baths temperature increases rate of reaction; high water. temperature may denature. • Observe the bubbles formed. • Count and/or compare the relative amounts of bubbles released. • Observe changes in enzyme actions – e.g. measure length of foam formed • Formulate a conclusion. Biology Curriculum 2010, Grades: 10 – 12 57 SCOPE OF WORK GRADE 10 STRAND: CELL BIOLOGY AND GENETICS UNIT: TRANSPORT IN CELLS DURATION: 2 ½ weeks LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Use coloured substances to Diffusion is the process by which • Place a drop of food Food colouring/ ink/dye/kool aid/ Correct and safe use of materials demonstrate diffusion. molecules tend to move from an area colouring, ink, dye, kool aid, copper sulphate/ potassium where they are more concentrated to an copper sulphate or potassium permanganate crystals; area where they are less concentrated. permanganate crystals in CXC Human and Social Biology water and observe them spreading out. • Spray perfume/air freshener Perfume, air freshener and allow students to raise hands when they detect the odour. Observe diffusion of substances in As above Describe observations in a As above Number and quality (details) of air and liquids. diagram or orally. observations (oral or diagrammatic description) Illustrate examples of diffusion in Examples of diffusion in the human Create a study aid which uses Pencils, crayons, paper or media Rubric for assessing visual aids the human body. body: absorption of digested food in the graphics/drawings/pictures/video player. gut; gaseous exchange in the lungs; clips to illustrate examples of diffusion of cellular wastes into and out diffusion in the human body. Biology for CSEC of the blood GCSE Biology Design and conduct an experiment Molecules spread out faster as • Design an experiment using Coloured material e.g. food Rubric for assessing investigations to determine the effects of temperature increases, hence rate of any coloured material and colouring, dyes, ink; (including planning) temperature on the rate of diffusion increases with temperature. water or perfume in air beakers or plastic cups, diffusion. perfume • Carry out experiment Longman Biology for CSEC Observe the effects of temperature • Measure and record Coloured material/dye, heat source, Accuracy of measurements of o on the rate of diffusion. temperatures of water. Ice, water, thermometers, timer temperature of water to 0.5 C; • Observe the spreading out of a clarity of recording measurements coloured material in water at different temperatures of water. Biology Curriculum 2010, Grades: 10 – 12 58 SCOPE OF WORK GRADE 10 STRAND: CELL BIOLOGY AND GENETICS UNIT: TRANSPORT IN CELLS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Perform an experiment to show Osmosis is the process by which there Perform an experiment to show AQA Science Experimental report (at the end) osmosis. is an overall movement of molecules osmosis. GCSE Biology from an area where there is a higher Biology for CSEC concentration of them through a Longman Biology for CSEC 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 • Assemble apparatus showing Visking tubing or plastic baggie, • Correct and safe handling of demonstrate osmosis. care not to allow dyed thistle funnel/narrow glass tube, apparatus and materials solution to mix with water in clamp and retort stand, stirrer, the beaker, water level in the measuring cylinder, water, beaker to cover top of plastic. sugar/salt, dye Make sure bag/tube is securely fastened to prevent AQA Science leaks. GCSE Biology • Make a labeled diagram of the Biology for CSEC • Correct labelling of diagram experiment. Measure materials needed for Measure water in beaker, As above Accuracy of measurements; clarity osmosis experiment. salt/sugar, water to make of recording measurements solution, dye AQA Science GCSE Biology Biology for CSEC Biology Curriculum 2010, Grades: 10 – 12 59 SCOPE OF WORK GRADE 10 STRAND: CELL BIOLOGY AND GENETICS UNIT: TRANSPORT IN CELLS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Make observations of osmosis. The level of solution in the thistle • Mark the level of the Markers Accuracy of levels marked and funnel/glass tube rises as a result of solution in the tube at the distance measured; clarity of water molecules moving in from the beginning of the experiment recording measurements surrounding water in the beaker. • Mark the level of the solution at the end of the experiment • Note the difference. • Observe colour Formulate a conclusion from the Water molecules moved through the Formulate a conclusion from the AQA Science Clarity and accuracy of conclusion experiment on osmosis. partially permeable (semi-permeable/ experiment on osmosis. GCSE Biology based on results and observations selectively permeable, differentially Biology for CSEC made permeable) membrane by osmosis. Plan and perform an experiment to Heat causes molecules to increase • Plan an experiment to As above with thermometers, source Rubric for assessing investigations investigate the effects of their speed. The rate of osmosis investigate the effects of of heat. temperature on rate of osmosis. increases with increased temperatures. temperature on rate of osmosis. • Conduct the experiment. • Write a lab report (including variables, experimental errors, conclusions). Describe simply the process of Molecules are moved across a Dramatize the process of active GCSE Biology Rubric for assessing oral active transport. membrane from an area of a lower transport of molecules across a Biology for CSEC presentations/skits concentration of them to an area of a membrane. Longman Biology for CSEC higher concentration of them. The process utilizes a significant amount of energy. Demonstrate the relationship Osmosis is a special case of diffusion Dramatize diffusion and osmosis AQA Science Clarity and accuracy (content) in between diffusion and osmosis. utilizing a partially permeable explaining the relationship GCSE Biology demonstrating the relationship membrane. between them. Biology for CSEC Biology Curriculum 2010, Grades: 10 – 12 60 SCOPE OF WORK GRADE 10 STRAND: CELL BIOLOGY AND GENETICS UNIT: TRANSPORT IN CELLS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Compare and contrast diffusion, Similarities in terms of transport / • Draw table to show AQA Science osmosis and active transport. movement of substances; across cell similarities and differences GCSE Biology membrane; • Make annotated molecular Biology for CSEC • Clarity of molecular diagram, Differences in terms of types of diagrams to show the Longman Biology for CSEC accuracy of notes substances (liquids & gases in similarities and differences. diffusion; water in osmosis; certain • Draw Venn diagrams to • Clarity of Venn diagrams, selected solutes); speed ( rapid in compare and contrast the Internet accuracy of information diffusion & active transport, slow in processes. osmosis); transport from – to ( high to • Use online tutorials to low concentration in diffusion & demonstrate osmosis, osmosis, low to high in active diffusion and active transport. transport); necessity of living semi permeable membrane( diffusion – not needed, osmosis - either living or non- living , active transport – living needed ); necessity of cell energy (diffusion & osmosis – none, active transport – needed); Biology Curriculum 2010, Grades: 10 – 12 61 SCOPE OF WORK GRADE 10 STRAND: CELL BIOLOGY AND GENETICS UNIT: OSMOSIS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Formulate a hypothesis on the The plastic bag, like a cell membrane, Formulate a hypothesis on the Iodine and starch solutions, small Plausibility of hypothesis and direction in which iodine, starch is semi permeable and allows only direction in which each of the plastic baggies/visking tubing, bag reasons given and water will move through a small molecules to pass through following will move through ties, beakers, measuring cylinders plastic sandwich bag/visking easily. Iodine molecule is small and plastic sandwich bag/visking tubing. starch is large. tubing: iodine, starch and water. Predict the outcome of an When iodine and starch are mixed a Predict if and where, a blue- Iodine and starch solutions, small Plausibility of prediction and experiment using plastic sandwich blue black colour is observed. black colour change will occur. plastic baggies/visking tubing, bag reasons given bags/visking tubing, iodine and ties, beakers, measuring cylinders starch, to show selectivity of the cell membrane. AQA Science GCSE Biology Longman Biology for CSEC Conduct an experiment to The plastic bag, like the cell Perform experiment - add As above Number of steps in methodology demonstrate selectivity of cell membrane, is semi permeable and measured quantities of starch to correctly followed membrane using plastic sandwich only allows small molecules to pass beaker and plastic bag, Add bags. through easily. Iodine molecule is measured quantities of iodine to small and starch is large. If starch and other beaker and plastic bag. iodine mix, a blue-black colour will be Place bag with starch in beaker observed. with iodine and vice versa. Observe for colour changes and measure new volumes after an hour. Use apparatus to demonstrate Use apparatus to demonstrate Iodine and starch solutions, small Correct and safe use of apparatus selectivity of the cell membrane. selectivity of the cell membrane. plastic baggies, bag ties, beakers and materials Make inferences and draw a As above Make inferences and draw a Textbook, lab instructions, data from Clarity and accuracy of logical conclusion on selectivity of logical conclusion on selectivity experiment inference/conclusion based on the cell membrane. of the cell membrane. AQA Science observations/results GCSE Biology Longman Biology for CSEC Biology Curriculum 2010, Grades: 10 – 12 62 SCOPE OF WORK GRADE 10 STRAND: NUTRITION AND FOOD SUPPLY UNIT: ANIMAL NUTRITION DURATION: 1 ½ weeks LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Observe dentitions of an Carnivores – prominent canines and • Observe the dentition of Diagrams /transparencies of the omnivore, carnivore and rigid teeth e.g. dog, lion. Herbivores – various type mammalian skulls of known carnivores, herbivore. flat teeth, no canines and a gap (i.e. feeders. herbivores and a mirror (to view diastema) e.g. cows, rabbits, sheep. • Describe the dentition of each their own teeth) Omnivores – no prominent teeth, all including the dental formula, Clarity and accuracy of the present e.g. humans, pigs. relative size and shape of GCSE Biology description of each dentition (types) Compare the dentitions of Make an outline drawing of each Worksheet with table or graphic Clarity and accuracy of diagrams omnivore, carnivore and type of tooth for each dentition, organizer for comparing types of herbivore. in a given table or graphic teeth for three types of dentition. organizer. Explain the relationship between Carnivore’s teeth are sharp for slicing • Make model dentitions As above Rubric for assessing models the dentitions of omnivore, meat, incisors meet to remove meat • Use models to explain the GCSE Biology carnivore and herbivore and their from bones. Herbivore’s teeth flat for relationship between size and Clarity and accuracy (content) in diet. mashing plant material, teeth continue shape of teeth in each demonstrating the relationship to grow as feeding is for long periods,. dentition and the type of diet. None of omnivore’s teeth are large for specialization. Observe the digestive tracts of Carnivorous and omnivorous • Observe the alimentary canals Diagrams /transparencies of the named mammalian omnivore, mammals have guts similar to man’s. of various type mammalian digestive tracts of cow, rabbit, dog, carnivore and herbivore. Herbivores have a special digestive feeders. human system due to their diet consisting of • Describe the alimentary canal GCSE Biology Clarity and accuracy in describing cellulose, length of large intestine, of each type of feeder. each alimentary canal appendix, behaviour – ruminate /chew cud, pouch in stomach, rabbits digest food twice. Biology Curriculum 2010, Grades: 10 – 12 63 SCOPE OF WORK GRADE 10 STRAND: NUTRITION AND FOOD SUPPLY UNIT: ANIMAL NUTRITION LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Compare and contrast the As above • Make an outline scale drawing Modern Biology for Secondary Clarity and accuracy of diagrams digestive tracts of a named of each type of alimentary Schools herbivore, omnivore and (stretched out) parallel to each carnivore. other. • Note similarities and Number and accuracy of differences. similarities and differences shown Explain the relationship between As above • Make model alimentary canal Modern Biology for Secondary Rubric for assessing models the digestive tracts of a named • Use models to explain the Schools omnivore, carnivore and herbivore relationship between size and GCSE Biology Clarity and accuracy (content) in and their diet. shape of the alimentary canal demonstrating the relationship and the type of diet. Classify vertebrates into feeding • Examine diagrams of Photographs and diagrams of skulls groups based on dentition and gut. dentitions given to determine and dentitions. Number of dentitions and the type of diet of the animal. Modern Biology for Secondary alimentary canals correctly • Examine diagrams of guts to Schools identified identify those that belong to GCSE Biology herbivores. Biology Curriculum 2010, Grades: 10 – 12 64 SCOPE OF WORK GRADE 10 STRAND: NUTRITION AND FOOD SUPPLY UNIT: AGRICULTURE DURATION: 2 weeks LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Predict the effects of deforestation Deforestation – soil erosion, loss of • Predict the effects of Biology for CSEC Valid prediction with plausible on farmland. humus, drying deforestation on farmland. GCSE Biology reasons Compare the positive and negative Fertilizers, herbicides, pesticides, loss • Identify types of chemicals Agriculture resource books. effects of the use of chemicals by of crops due to pests’ destruction based on their use. subsistence farmers. reduced. • Research chemicals used in Biology for CSEC farming – types, the positive and negative effects. • Compare the positive and Accuracy of information, clarity in negative effects of the use of presentation chemicals by subsistence farmers. Make a presentation on the use of Herbicides, pesticides, drip irrigation, • Identify types of technology Department of Agriculture technology in food production in Hydroponics, genetically modified used. Publications The Bahamas. stock (food/seeds – insect resistance), • State the benefits derived tissue culture, greenhouse/shed house from each method of production technology. • Make a presentation on the Rubric for assessing oral/visual use of technology in food presentations production in The Bahamas. Suggest staple crops to be grown Maize, soya bean • Identify possible staple crops/ Correct identification of: (animals raised) in The Bahamas. animals to be raised • crops that might be staples • Analyse the possibility of • advantages and disadvantages raising the crops. of the crops • Make a proposal suggesting • best possible crops staple crops to be grown (animals raised) in The Bahamas. Biology Curriculum 2010, Grades: 10 – 12 65 SCOPE OF WORK GRADE 10 STRAND: NUTRITION AND FOOD SUPPLY UNIT: AGRICULTURE LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Compare the population of The • Conduct research Bahamas Handbook Rubric for assessing oral Bahamas for each of the past three • Compare the population Information from Department presentations/research (description decades. • Calculate the percentage Statistics of the change in population over increase per decade and over Government publications the past 30 years) the three decades. Conduct research to compare the • Prepare a survey instrument Information from the Department of Rubric for assessing research (with number of farms over 30 years. • Conduct a survey to determine Statistics and Agriculture and survey) the number of commercial and Marine Resources subsistence farms 30 years prior and the number at present in the island/district. Conduct research to find out the • Identify four foods produced Statistics and the Ministry of Rubric for assessing collecting and percentage of foods consumed that locally that are popular in the Agriculture and Marine Resources processing data are produced locally. 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 which is satisfied by the quantity of it produced locally. Classify the main threats to Soil type, depth, rainfall in some • Brainstorm the main threats to Information from the Department of • Plausibility of threats cited agriculture in The Bahamas. islands, hurricanes, animals, invasive agriculture in The Bahamas. Agriculture species, humans. • Classify the threats. • Validity of classification Biology Curriculum 2010, Grades: 10 – 12 66 SCOPE OF WORK GRADE 10 STRAND: NUTRITION AND FOOD SUPPLY UNIT: AGRICULTURE LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Suggest means by which the As above Brainstorm AQA Science Plausibility of suggestions made named threats might be reduced or Farming methods, seasonal crops, Suggest means by which the with reasons eliminated. irrigation, hydroponics named threats might be reduced or eliminated. Propose a plan for The Bahamas to • Identify one or more food(s) Information form the Department of become more self-sufficient in or means of food production Agriculture food production. • Outline reasons for this food/ means of production selected AQA Science as a means towards self- sufficiency. • Prepare a proposal Rubric for assessing (written/audio/visual) to be (oral)presentations presented to the Ministry of Agriculture, round table discussion or “town meeting” in the school or local community. Research use of hydroponics in Hydroponics is a system used to grow • Research the use of Photos/ diagrams of a hydroponics The Bahamas or Caribbean. plants without the presence of soil. It hydroponics in The Bahamas system. utilizes water and nutrients needed by or Caribbean. Internet the seed/seedling to grow. • Describe the operation of a Clarity and accuracy in description hydroponics system. of the operation of a hydroponics system Create a model to show how a Create a model of a hydroponics Materials to construct hydroponics Rubric for assessing models hydroponics system works. system and explain how it system model, Internet works. AQA Science Biology Curriculum 2010, Grades: 10 – 12 67 SCOPE OF WORK GRADE 10 STRAND: NUTRITION AND FOOD SUPPLY UNIT: AGRICULTURE LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Resolve to buy Bahamian food • Identify foods produced on a Information from the Department of Record of long term behaviour products keeping a record of commercial scale in The Agriculture. products bought. Bahamas. • Make a personal resolution to purchase locally-produced foods. Begin and maintain a • Guest speaker As above backyard/container garden. • Identify area, grow boxes etc. and seedlings. • Set up a backyard garden Cultivation of at least one type of vegetable/fruit cultivated Biology Curriculum 2010, Grades: 10 – 12 68 SCOPE OF WORK GRADE 10 STRAND: NUTRITION AND FOOD SUPPLY UNIT: FISHING DURATION: 3 weeks LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Identify marine organisms that are Jack, grunt, grouper, turbot, goggle- • Brainstorm Reef fish poster Number of marine organisms commonly found in the Bahamian eye, yellow-tail, snapper, mutton-fish, • Identify fish and other marine Photographs of marine animals (seafood) identified Diet. rock fish, conch, lobster organisms. Locate major fishing grounds in Reefs, shoals/banks / sounds • Classify types of fishing Map of The Bahamas showing depth The Bahamas. grounds. of water and reefs. • Locate major fishing areas on Number and accuracy of locations map of The Bahamas. of major fishing areas Research the annual catch for • Identify six marine organisms Ministry of the Environment and these organisms in Bahamian that are commonly used as Marine Resources – Department of waters. seafood. Fisheries • Research the annual catch for each in Bahamian waters. • Record the data in order Rubric for assessing conducting according to quantity. research; collecting and recording data Calculate the percentage catch of • For each organism (above) As above the marine organisms that is record the quantity of the total exported from The Bahamas. annual catch that is exported. • Calculate the percentage catch of each of the marine Rubric for assessing collecting and organisms (above), that is processing data exported. Show the percentage composition Varies depending on marine foods • Select three of the organisms Nutrition tables of nutrients in three marine foods. chosen. (above). • Find out the percentage composition of nutrients for each of the organisms. • Construct a pie-graph to show Rubric for assessing processing the proportion of nutrients for data (pie-graphs) each seafood. Biology Curriculum 2010, Grades: 10 – 12 69 SCOPE OF WORK GRADE 10 STRAND: NUTRITION AND FOOD SUPPLY UNIT: FISHING LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Account for the trends observed in The fishing industry is very important • Research trends in fishing The Bahamas Handbook graphs of the catches of to the Bahamian economy. Over the industry over last three commercially important fisheries years the income generated from these decades. resource in The Bahamas over the industries have changed significantly • Construct/observe graphs of last three decades. for numerous reasons. The public the catches of commercially must be made aware of the importance important fisheries resource in of this industry as a source of income The Bahamas over the last nationally, so as to encourage others three decades. to enter these fields and also support • Suggest explanations for the Plausibility of explanations given them when possible. trends shown. Identify the main threats to the Pollution, dredging, temperature • Brainstorm Information from the Ministry of organisms. change, poisoning corals, overfishing • Compile a list of threats to Agriculture and Marine Resources Number and plausibility of (including poaching), catching populations of organisms possible threats cited juveniles, invasive species. found in the waters of The Bahamas and consumed in The Bahamas. Create a five minute infomercial Overfishing is a problem that is In assigned groups, create a five- News articles, Information from the on the short term economic gain of detrimental to the sustainability of the minute infomercial on the short Ministry of Agriculture and Marine Rubric for assessing oral/visual overfishing vs. the long-term marine ecosystem and subsequently term economic gain of Resources, interviews with presentations (infomercial) adverse effects. the fishing industry. If not addressed overfishing vs. the long-term fishermen adequately, this may lead to the adverse effects. extinction of certain marine organisms such as the Nassau grouper, and local turtles. Biology Curriculum 2010, Grades: 10 – 12 70 SCOPE OF WORK GRADE 10 STRAND: NUTRITION AND FOOD SUPPLY UNIT: FISHING LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Advocate for sustainable • List and describe methods that harvesting of popular marine would reduce overfishing, seafood. pollution and poisoning organisms. • Prepare an argument/ presentation to convince persons to implement the methods (above) to ensure sustainable harvesting of the marine organisms. Rubric for assessing oral/visual • Identify and utilize a medium presentations (convincing to promote the advocacy. argument) Research use of • Identify species raised by Ministry of the Environment and aquaculture/mariculture in The mariculture. Marine Resources – Department of Bahamas or the Caribbean. • Describe the conditions Fisheries necessary for mariculture. • Prepare a brochure to show Rubric for assessing visual aids the advantages and disadvantages of mariculture and supporting its use in The Bahamas as a means of increasing the food needed. Propose a plan for The Bahamas to • Identify one seafood. have sustainable fisheries for one • Describe the conditions Information from the Ministry of seafood. necessary for the species not Agriculture and Marine Resources to be threatened. • Prepare a brochure to show a Rubric for assessing visual aids proposed plan for sustainable harvesting of the species in The Bahamas. Biology Curriculum 2010, Grades: 10 – 12 71 SCOPE OF WORK GRADE 10 STRAND: PLANT ANATOMY AND PHYSIOLOGY UNIT: STRUCTURE AND FUNCTION OF LEAVES, STEMS AND ROOTS DURATION: 2 weeks LEARNER OUTCOMES 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, Clarity and accuracy of diagrams maize and hibiscus or sea grape include the margin, apex, midrib, side- leaf, labeling their structures. pencils, and labels leaf. veins, leaf stalk/petiole, and lamina. Use the microscope correctly and The cells in the leaf are arranged in • Use a microscope to view the Microscope, prepared slide of Correct and safe handling/use of safely to view a prepared slide of a distinct layers. Each layer is unique internal structures of a a leaf microscope cross-section of a and special in its role/function in the monocotyledonous leaf on a monocotyledonous leaf. process of photosynthesis. prepared slide. Biology for CSEC • Make a sketch diagram of the main Clarity and accuracy of diagram Adaptations of leaf structure: internal structures. • Waxy cuticle • Upper epidermis • Palisade mesophyll layer GCSE Biology • Spongy mesophyll layer Longman Biology for CSEC Observe a prepared slide of a • Observe the internal structures of a • Xylem dicotyledonous leaf under a dicotyledonous leaf on a prepared • Phloem microscope. slide using a microscope. • Lower epidermis • Make a sketch diagram of the main internal structures. Clarity and accuracy of diagram Biology Curriculum 2010, Grades: 10 – 12 72 SCOPE OF WORK GRADE 10 STRAND: PLANT ANATOMY AND PHYSIOLOGY UNIT: STRUCTURE AND FUNCTION OF LEAVES, STEMS AND ROOTS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Relate the internal features to the • Compare the arrangement of Microscope, prepared slide of a Clarity and accuracy (content) in external features for the vascular bundles/veins in the leaf demonstrating the relationship monocotyledonous and internal view of a dicotyledonous leaves. 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). Relate the appearance of each Epidermis, palisade mesophyll, Use diagrams or models of tissues Microscope, cut-out diagrams or Rubric for assessing oral internal structure of a leaf seen to spongy mesophyll (intercellular in a leaf to explain how the models of tissues presentations its function in photosynthesis. spaces), xylem, phloem, guard cells appearance of each internal GCSE Biology structure is adapted to its function Biology for CSEC in photosynthesis. Describe the arrangement of Top – bottom: sclerenchyma, xylem, • Make an outline diagram of Microscope, prepared slides of tissues in the vascular bundles in phloem tissues in the vascular bundles. leaves, textbook leaves. • Label the diagram. Clarity and accuracy of diagram Biology for CSEC and labels Longman Biology for CSEC Biology Curriculum 2010, Grades: 10 – 12 73 SCOPE OF WORK GRADE 10 STRAND: PLANT ANATOMY AND PHYSIOLOGY UNIT: STRUCTURE AND FUNCTION OF LEAVES, STEMS AND ROOTS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Compare the external appearance Leaves of: water hyacinth, • Use dicotyledonous leaf as Caribbean Biology of the dicotyledonous leaf with pine/casuarinas, cactus, standard to compare modified Biology for CSEC modified leaves. pusley/portulaca, sesuvium, white leaves in: size, shape, mangrove, onion (bulb) thickness of cuticle, thickness of leaf, pubescence, frequency and positioning of stomata, salt-secreting glands. • Note features in table showing • Table – accuracy of comparisons. information, number of • Classify modifications comparisons according to the type • Correct classification of environment. modifications • Justify modifications as • Clarity and accuracy (content) adaptations to in demonstrating the aquatic/halophytic/ xerophytic relationship between the environment. modified feature and the conditions of the plant’s habitat Observe the internal features of a Scattered vascular bundles, epidermis, • Observe prepared slides of T. Prepared slides, microscope cross-section of a ground tissue S. monocotyledonous stem. monocotyledonous stem. • Make an outline diagram of a Modern Biology for Secondary T. S. monocot. Stem Schools • Label the diagram. Clarity and accuracy of diagram and labels Observe the internal features of a Vascular bundles in ring, pith, • Observe prepared slides of T. Prepared slides, microscope cross-section of a dicotyledonous endodermis, epidermis S. dicotyledonous stem. GCSE Biology stem. • Make an outline diagram of a Biology for CSEC T. S. dicot. stem Modern Biology for Secondary • Label the diagram. schools Clarity and accuracy of diagram Longman Biology for CSEC and labels Biology Curriculum 2010, Grades: 10 – 12 74 SCOPE OF WORK GRADE 10 STRAND: PLANT ANATOMY AND PHYSIOLOGY UNIT: STRUCTURE AND FUNCTION OF LEAVES, STEMS AND ROOTS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Compare the internal features of Arrangement of vascular bundles, Use a graphic organizer to compare Modern Biology for Secondary Clarity and accuracy of diagram monocotyledonous and pith, sclerenchyma, cambium and contrast the internal features of Schools and information dicotyledonous stems. monocot and dicot stems. Observe the internal features of a Xylem, phloem sieve tubes, • Observe prepared slides of L. S. Prepared slides, microscope longitudinal-section of a companion cells, dicotyledonous stem. GCSE Biology dicotyledonous stem. • Make an outline diagram of a L. Biology for CSEC Clarity and accuracy of diagram S. dicot. stem Modern Biology for Secondary and labels • Label the diagram. Schools Explain the advantage of bark on Height, withstand winds, protection, Participate in a debate “stem barks Number and validity of points stems. habitat for small animals, longevity, are disadvantageous to plants and made in debate economic importance. humans”. Compare the external appearance Opuntia (prickly pear), rhizomes, Complete worksheet comparing the Modern Biology for Secondary Correct completion of worksheet of the dicotyledonous stem with stolons, runners, climbers, tubers external appearance of the Schools modified stems. dicotyledonous stem with modified stems. Observe the internal features of a Xylem, phloem, cortex, pith • Observe prepared slides of T. S. Prepared slides, microscope cross-section of a monocotyledonous root. monocotyledonous root. • Make an outline diagram of a T. Modern Biology for Secondary Clarity and accuracy of diagram S. monocot. root Schools and labels • Label the diagram. GCSE Biology Observe the internal features of a Xylem, phloem, cortex, pith • Observe prepared slides of T. S. Prepared slides, microscope cross-section of a dicotyledonous dicotyledonous root. root. • Make an outline diagram of a T. Biology for CSEC Clarity and accuracy of diagram S. dicot. root Modern Biology for Secondary and labels • Label the diagram. Schools Compare the internal features of Relative number of xylem and phloem Use a graphic organizer to compare Modern Biology for Secondary Clarity and accuracy of diagram monocotyledonous and vessels and contrast the internal features of Schools and information dicotyledonous roots. monocot and dicot roots. GCSE Biology Biology Curriculum 2010, Grades: 10 – 12 75 SCOPE OF WORK GRADE 10 STRAND: PLANT ANATOMY AND PHYSIOLOGY UNIT: STRUCTURE AND FUNCTION OF LEAVES, STEMS AND ROOTS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Observe the internal features of a Xylem, phloem sieve tubes, • Observe prepared slides of L. Prepared slides, microscope longitudinal-section of a companion cells S. dicotyledonous root. GCSE Biology dicotyledonous root. • Make a model L. S. dicot. root Rubric for assessing models Compare the external appearance Buttress, clasping, tuber, breathing, Complete worksheet comparing Caribbean Biology Correct completion of worksheet of the dicotyledonous root with stilt, prop, sucking, epiphytic the external appearance of the Modern Biology for Secondary modified roots. dicotyledonous root with Schools modified root. Compare the internal structure of a Position of xylem to phloem, Use a graphic organizer to Modern Biology for Secondary Clarity and accuracy of diagram dicot root with a dicot stem. arrangement of vascular tissue, pith, compare and contrast the internal Schools and labels endodermis, cortex features of dicot stem and root. Biology for CSEC GCSE Biology Biology Curriculum 2010, Grades: 10 – 12 76 SCOPE OF WORK GRADE 10 STRAND: ANIMAL ANATOMY AND PHYSIOLOGY UNIT: RESPIRATION DURATION: 4 weeks LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Trace the pathway of air into the Air moves in through stomata and Trace the pathway of air into the leaf Unlabelled T. S. leaf showing Correct pathway leaf for respiration. inter-cellular spaces to cells. cells for respiration. outline tissues and cells. GCSE Biology Biology for CSEC Longman Biology for CSEC Classify examples of respiration as Definitions of: respiration, aerobic • Define aerobic and anaerobic AQA Science aerobic or anaerobic. respiration, anaerobic respiration. respiration. GCSE Biology • Classify examples of respiration Biology for CSEC Correct classification of as aerobic or anaerobic. Longman Biology for CSEC respiration Design, and conduct an Roots, stems, leaves, flowers • Setup similar experiments with a Conical flasks, ignition tubes, rubber Rubric for assessing experiment to demonstrate aerobic specific part of the plant in each stoppers, string, Vaseline, lime investigations respiration in plant parts. conical flask, an ignition tube water, parts of plants (roots, stem, with colourless lime water leaves, flowers) suspended by thread/string, sealed with rubber stopper. Modern Biology for Secondary • Variables kept constant. Schools • Control experiment setup. Biology for CSEC Design, and conduct an Woodlice Setup similar experiments with a Conical flasks, ignition tubes, rubber Rubric for assessing experiment to demonstrate aerobic specific part of the plant in each stoppers, string, Vaseline, lime investigations respiration in animals. conical flask, an ignition tube with water, small animals colourless lime water suspended by thread/string, sealed with rubber Biology for CSEC stopper. Use materials and apparatus to Use materials and apparatus to Conical flasks, ignition tubes, rubber Rubric for assessing correct and demonstrate the production of demonstrate the production of stoppers, string, Vaseline, lime safe use of apparatus and carbon dioxide during aerobic carbon dioxide during aerobic water, small animals materials respiration. respiration. AQA Science GCSE Biology Biology for CSEC Longman Biology for CSEC Biology Curriculum 2010, Grades: 10 – 12 77 SCOPE OF WORK GRADE 10 STRAND: ANIMAL ANATOMY AND PHYSIOLOGY UNIT: RESPIRATION LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Predict the products of anaerobic Predict the products of anaerobic AQA Science Plausibility of predictions made respiration. respiration. GCSE Biology Biology for CSEC Longman Biology for CSEC Use materials and apparatus to Yeast respires anaerobically, changing Use apparatus and materials Boiling and test tubes, mango (or Rubric for assessing correct and demonstrate anaerobic respiration. glucose (C6H12O6) to ethanol provided to demonstrate other fruit)/sugar, water, delivery safe handling of apparatus and (C2H5OH) and carbon dioxide (CO2). anaerobic respiration. tube, yeast, one-hole stopper, lime materials The test for carbon dioxide is that it water, mortar, pestle, oil turns clear lime water cloudy or milky GCSE Biology white. Anaerobic respiration in yeast Longman Biology for CSEC 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. Design and conduct an experiment • Plan an experiment GCSE Biology Rubric for assessing investigations to demonstrate anaerobic • Setup experiment: food Longman Biology for CSEC respiration in yeast. 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 (do not taste) the distillate (70°C) Biology Curriculum 2010, Grades: 10 – 12 78 SCOPE OF WORK GRADE 10 STRAND: ANIMAL ANATOMY AND PHYSIOLOGY UNIT: RESPIRATION LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Observe and describe changes that • Observe changes that take Biology for CSEC take place when yeast respire place when yeast respire Longman Biology for CSEC anaerobically. anaerobically. GCSE Biology • Describe the changes CXC Human and Social Biology Number and quality (details) of observed as a result of observations, clarity in description anaerobic respiration. Research the economic importance Produce a pamphlet to explain Internet, Encyclopedia Rubric for assessing research; of yeast. the use of yeast cells in baking AQA Science pamphlet bread and brewing alcoholic GCSE Biology beverages. Biology for CSEC Differentiate between aerobic and Aerobic means that respiration takes Indicate the differences between Ruler Number and clarity of differences anaerobic respiration. place in the presence of oxygen. The aerobic and anaerobic respiration indicated food molecules are combined with and in a table. AQA Science oxidized by oxygen. The glucose is GCSE Biology converted to CO2 and H2O and lots of Biology for CSEC free energy is released. Anaerobic Longman Biology for CSEC means that respiration takes place in CXC Human and Social Biology 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. Use a diagram to explain the role ATP dissociates into ADP and Use a diagram to explain the role GCSE Biology Rubric for assessing oral of ATP in cellular respiration. releases a phosphate with energy that of ATP in cellular respiration. Biology for CSEC presentations is available for use in the cell. CXC Human and Social Biology Longman Biology for CSEC Biology Curriculum 2010, Grades: 10 – 12 79 SCOPE OF WORK GRADE 10 STRAND: ANIMAL ANATOMY AND PHYSIOLOGY UNIT: RESPIRATION LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Summarize the processes of • Create a graphic organizer to Longman Biology for CSEC aerobic and anaerobic respiration summarize aerobic respiration in word equations. in both yeast and muscle cells. • Create a graphic organizer to Clarity and accuracy of diagram summarize anaerobic and information respiration in both yeast and muscle cells. Summarize the processes of Use the word equations for AQA Science Correct chemical equations aerobic and anaerobic respiration aerobic and anaerobic respiration GCSE Biology in chemical equations. (and prior knowledge) to Biology for CSEC construct balanced chemical Longman Biology for CSEC equations. Describe what makes the internal The mitochondrion is a tiny rod-like, • Examine a diagram showing Diagram/photomicrograph of the Clarity and accuracy of the features of a mitochondrion spherical, or elongated organelle the internal features of a mitochondria explanation of the adaptations of suitable for respiration. where aerobic respiration occurs. It is mitochondrion the mitochondria for respiration referred to as the ‘powerhouse’ of the • Describe what makes the AQA Science cell because it generates all of the internal features of a Biology for CSEC cell’s energy. The inner membrane of mitochondrion suitable for Longman Biology for CSEC the mitochondria is greatly folded respiration CXC Human and Social Biology (cristae), increasing its surface area. Make a model showing the Many chemical reactions take place on • Observe the internal feature of A variety of craft materials, scissors, internal structure of the this inner membrane. The fluid area a mitochondrion and explain glue mitochondrion. inside the mitochondria is called the how it is adapted for matrix. It is filled with water and respiration. AQA Science proteins (enzymes). The proteins • Construct a model of a Biology for CSEC Rubric for assessing models combine food molecules with oxygen mitochondrion showing Longman Biology for CSEC and the material is digested. This cristae on the internal surface. keeps the cell full of energy. Biology Curriculum 2010, Grades: 10 – 12 80 SCOPE OF WORK GRADE 10 STRAND: ANIMAL ANATOMY AND PHYSIOLOGY UNIT: RESPIRATION LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Infer why it is better to breathe The trachea and larger air passages are • Examine the features of the Photomicrographs through the nose than through the lined with mucus secreting cells. The nose and mouth as portals for mouth. mucus traps dirt and bacteria in breathing. AQA Science inhaled air. Tiny hair-like structures • Compare the efficiency of the Biology for CSEC called cilia cover some cells and beat nose and mouth as entrances CXC Human and Social Biology back and forth very quickly, sweeping for breathing. the mucus and trapped particles back • Make an annotated diagram of towards the mouth, preventing them the nose/nasal passages and • Clarity and accuracy of diagram from entering the lungs. A network of pharynx. and information capillaries underlies the ciliated mucus membrane and blood in the capillaries warm the incoming air. Hence, air entering the nose is • Referring to the differences in warmed, moistened, and filtered. the linings of the respiratory • Plausibility of suggested These protective functions are not passage and the alimentary consequences of breathing performed when air is breathed in canal, explain why it is better through the mouth as opposed through the mouth, increasing the risk to breathe through the nose to breathing through the nose; of infection. than through the mouth. clarity of suggestions • Correct advantages of breathing through the nose Create a model of a human lung. Create a model of a human lung. Internet Rubric for assessing models Longman Biology for CSEC Biology Curriculum 2010, Grades: 10 – 12 81 SCOPE OF WORK GRADE 10 STRAND: ANIMAL ANATOMY AND PHYSIOLOGY UNIT: RESPIRATION LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Construct a model of the human Breathing involves inhaling and • Construct a working model of Plastic bottle/cup, scissors, balloons Rubric for assessing models respiratory system to demonstrate exhaling. When we inhale, the the respiratory system (large and small), tape, straw, elastic breathing. diaphragm and intercostal muscles • Utilize the model of the bands. Rubric for assessing oral contract, pushing the ribs up and out. respiratory system to orally presentations This increases the volume in the explain how breathing occurs Longman Biology for CSEC thorax, but decreases the pressure. Air in humans. CXC Human and Social Biology 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. Draw pie graphs comparing the As air is breathed in and crosses the Draw pie graphs comparing the Ruler, compass, pencil, protractor, Accuracy of pie charts/graphs composition of inspired and respiratory membranes, it is composition of inspired and calculator expired air. moistened. The oxygen in the air is expired air. AQA Science used for respiration and carbon GCSE Biology dioxide is released. Nitrogen cannot Compare the colour of blood be used in its gaseous state by human Dramatize the changes in AQA Science Rubric for assessing oral before and after passing alveoli. beings hence, the percentage is the gaseous composition of blood as GCSE Biology presentations same in exhaled and inhaled air. it approaches and leaves the Biology for CSEC Exhaled/expired air has a lower alveoli. Longman Biology for CSEC oxygen but a higher carbon dioxide Compare relative amounts of and water vapour content than Observe changes in the color of Test tubes, delivery tubes, rubber Quality (details) of observations; carbon dioxide in inhaled and inhaled/inspired air lime water when air is breathed bungs, rubber tubing, lime water, clarity of description exhaled air. out. drinking straws GCSE Biology Longman Biology for CSEC Biology Curriculum 2010, Grades: 10 – 12 82 SCOPE OF WORK GRADE 10 STRAND: ANIMAL ANATOMY AND PHYSIOLOGY UNIT: RESPIRATION LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Describe the passage of an oxygen When air is inhaled, it passes along • Trace the passage of an oxygen Diagram of respiratory system, Rubric for assessing visual molecule from the air to a the nasal passages, down the trachea molecule from the air to a markers presentations capillary in the lungs. and into the bronchial tubes until it capillary in the lungs. reaches the lungs. Oxygen molecules • Create a visual presentation to AQA Science then diffuse from the air into the blood show the passage. Biology for CSEC in the capillaries. Use a stopwatch to measure the Breathing rate is the number of With a partner, measure and Stopwatch/watch Correct and safe use of stopwatch; number of breaths taken per breaths a human takes per minute. At record the number of breaths per Rubric for assessing collecting and minute. rest, we normally inhale and exhale minute for each other. recording data about 16 to 25 times per minute. The rate is faster in males and slower in athletes. Calculate the average breathing • Measure number of breaths for Rubric for assessing collecting and rate for the class. partners for 30 seconds processing data • Record class data. • Use measurements obtained for each classmate to calculate the average breathing rate per minute for the class. Predict the effect specific Breathing rate increases with exercise, Suggest and explain how factors, Stopwatch/watch and any Clarity and plausibility/logical factors/different types of exercise age, weight, and less physical fitness. such as exercise, gender, age, equipment needed for exercise predictions have on breathing rate. weight… affect the rate of (e.g. stairs, hoola-hoop, skipping breathing. rope) Explain how the process of High concentrations of carbon dioxide • Describe the relationship Human Form & Function Clarity and accuracy (content) in breathing is controlled. in the blood stimulates the brain to between the carbon dioxide CXC Human and Social Biology demonstrating the relationship send messages to initiate inhaling. concentration and breathing rate and depth. • Draw a diagram summarizing the Rubric for assessing visual aids cycle that controls breathing. Biology Curriculum 2010, Grades: 10 – 12 83 SCOPE OF WORK GRADE 10 STRAND: ANIMAL ANATOMY AND PHYSIOLOGY UNIT: RESPIRATION LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Construct a bar graph comparing When the muscles work harder, they Draw a bar graph to show the Graph paper, pencil, ruler Clarity and accuracy of bar graph average breathing rates before and require more oxygen and the extra average breathing rates of three after exercise. carbon dioxide produced must be boys and three girls before and CXC Human and Social Biology removed as quickly as possible before after performing the same it builds up and poisons the tissues. To exercise for the same length of accomplish this, we must breathe time. deeper and faster. Faster breathing rate supplies the increased oxygen demand. Heat, altitude, carbon dioxide Recognize and control variables Recognize and control variables Stopwatch Correct variables identified; when measuring breathing rates. when measuring breathing rates CXC Human and Social Biology attempts to control them after numerous activities. Design and conduct an experiment Plan, perform, and record an Stopwatch, exercise equipment Rubric for assessing investigations to determine the effect of different experiment to explain the effect CXC Human and Social Biology types of exercise on the rate of different types of exercise breathing. (jogging, jumping jacks, climbing stairs, bicycling…) have on breathing rate. Formulate a hypothesis about the Temperature, carbon dioxide level, Formulate a hypothesis about the Stopwatch Clarity and plausibility of effect of factors on the rate of sudden noise effect of different factors on the CXC Human and Social Biology hypothesis and reasons breathing. rate of breathing. Biology Curriculum 2010, Grades: 10 – 12 84 SCOPE OF WORK GRADE 10 STRAND: ANIMAL ANATOMY AND PHYSIOLOGY UNIT: RESPIRATION LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Plan and perform an experiment to • Plan an experiment to Balloons, measuring tape, string, Rubric for assessing investigations determine lung capacity. determine lung capacity ruler, pencil, stairs, exercise • Perform an experiment to machine determine the effect of GCSE Biology exercise on lung capacity. CXC Human and Social Biology Use a balloon and measuring tape The total amount of air which a person Select a partner and use balloons Balloons, measuring tape, string, Rubric for assessing correct and to investigate the capacity of the can breathe in is called the vital and a measuring tape to measure ruler, pencil safe handling of apparatus and lungs. capacity. It represents the total each other’s lung capacity. materials Measure the circumference of volume of the lungs when fully Measure the lung capacities of a Accuracy of measurements, clarity inflated balloons to compare the inflated. The maximum amount for an select group of students (boys of recording measurements lung capacity of students. adult male is usually between 4-5 L. It and girls, athletes and non- of lung capacity increases in trained athletes and athletes). decreases in females. Lung capacity is also affected by age, height, and weight. Recognize and explain the There are millions of alveoli in each • Identify the special features of Internet, Diagrams/Photographs of relationship between the structure lung, producing a large surface area the alveolus an alveolus of the alveolus and gas exchange. for gas exchange. Each alveolus is • Explain how the features of an Clarity and logical explanation of surrounded by a network of capillaries alveolus relate to its function AQA Science how the structure and features of in which oxygen and carbon dioxide in gaseous exchange. GCSE Biology alveoli make them suited for are transported. The membrane Biology for CSEC gaseous exchange separating the alveolus and capillaries Longman Biology for CSEC 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. Biology Curriculum 2010, Grades: 10 – 12 85 SCOPE OF WORK GRADE 10 STRAND: ANIMAL ANATOMY AND PHYSIOLOGY UNIT: RESPIRATION LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Predict the direction in which Diffusion is the movement of • Create a concept map showing Poster paper, markers/colored • Clarity and accuracy of concept oxygen and carbon dioxide molecules from an area of high the directions in which pencils/crayons map molecules move across gas concentration to an area of low oxygen and carbon dioxide exchange surfaces based on the concentration until they are evenly molecules will diffuse across Biology for CSEC principles of diffusion. spread. Since the air in the alveolus a gas exchange surface. GCSE Biology has a higher concentration of oxygen CXC Human and Social Biology than blood entering the capillary, • Draw a diagram of the oxygen diffuses from the air into the alveolus and use colored • Rubric for assessing visual blood. There is more carbon dioxide in arrows (red and blue) to show presentations 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. Predict the effects of smoking on Suggest how smoking affects gas Human Form and Function Clarity and plausibility of gas exchange. exchange. GCSE Biology suggestions on the effect of Biology for CSEC smoking on gas exchange Longman Biology for CSEC CXC Human and Social Biology Observe photographs of the lungs Cigarette smoke contains carcinogens • Observe photographs of the Photographs of lung tissue from of smokers and non-smokers. or cancer-causing agents. Therefore, lungs of smokers and non- smokers and non-smokers; Internet, persons who smoke are more likely to smokers. • Number and validity of get lung cancer than non-smokers. • Compare the lung tissue of GCSE Biology similarities and differences cited Smoking also causes destruction of both. Biology for CSEC in the comparison of the lungs cilia so the air is not filtered and this • Identify effects of smoking on Longman Biology for CSEC of smokers and non-smokers causes bronchial infections or lung tissue. CXC Human and Social Biology bronchitis. The production of excess • Make inferences or draw • Clarity and logic of mucus leads to the characteristic conclusions on effect of inferences made on effect of “smoker’s cough”. smoking on the respiratory smoking on the respiratory system. system Biology Curriculum 2010, Grades: 10 – 12 86 SCOPE OF WORK GRADE 10 STRAND: ANIMAL ANATOMY AND PHYSIOLOGY UNIT: RESPIRATION LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Explain the relationship between Repeated coughing may rupture the • Research lung diseases caused Human Form & Function cigarette smoking and lung delicate walls of the alveoli, by smoking GCSE Biology disease. decreasing the surface area for gas • Identify the frequency of these Biology for CSEC exchange. This results in a condition diseases in smokers versus Longman Biology for CSEC called emphysema, where persons non-smokers. CXC Human and Social Biology become short of breath very easily. • Orally explain the relationship Rubric for assessing oral between smoking and these presentations diseases. Biology Curriculum 2010, Grades: 10 – 12 87 SCOPE OF WORK GRADE 11 STRAND: ENVIRONMENTAL BIOLOGY UNIT: AIR POLLUTION DURATION: 2 weeks LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Explain the terms pollution and Definitions and examples Make a “jingle” or rhyme to explain the Biology for CSEC pollutant. concept of pollution and pollutant GCSE Biology Rubric for assessing oral Longman Biology for CSEC presentations CXC Human and Social Biology Research main air pollutants. Carbon dioxide, exhaust emissions, • Conduct research to identify the main GCSE Biology CFCs, smoke, dust, sulphur dioxide air pollutants. Biology for CSEC producing acid rain, CFCs, carbon • Use a table to record the effects and Longman Biology for CSEC Clarity and accuracy of diagram monoxide, oxides of nitrogen; source of each pollutant. CXC Human and Social and information smog formation, photochemical • Write a short story to highlight the Biology Rubric for assessing (“script”) oral smog negative effects of smog. presentations Conduct a sample survey to Chlorofluorocarbonates • Compile a list of products that contain Biology for CSEC ascertain the extent to which CFCs CFCs GCSE Biology are used in the community. • Design and produce a simple Internet questionnaire. • Conduct the survey Rubric for collecting and • Analyse the data. processing data Relate the use of CFCs to the • Research data on the rate of ozone GCSE Biology depletion of the ozone layer. depletion. Biology for CSEC • 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 use at a Rubric for assessing visual town meeting to persuade persons to presentations become good stewards of the environment with regards to CFCs. Biology Curriculum 2010, Grades: 10 – 12 88 SCOPE OF WORK GRADE 11 STRAND: ENVIRONMENTAL BIOLOGY UNIT: AIR POLLUTION LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Conduct an investigation to (see content on Air pollution above) Investigate how much dust is Vaseline; microscope slides, Rubric for assessing experimental compare dust pollution in different collected on different walls (such as scotch tape magnifying glass reports areas. wall exposed to a busy road vs. wall Biology for Life inside the building). CXC Human and Social Biology Read a news article on “climate Biodiversity Complete a worksheet: Local daily newspapers Correct completion of the change” • Indicators of climate change Magazines, Internet worksheet • The rate of change for each indicator Explain the greenhouse effect. Carbon dioxide layer is easily • Find out the principle of Magazines, Internet, Science penetrated by high energy rays from greenhouses resource books sun. Reflected rays have less energy • Review articles on the greenhouse cannot pass through layer to leave effect AQA Science atmosphere. Rays are trapped in the • Explain using a visual aid why the GCSE Biology Rubric for assessing oral and atmosphere. Temperature rise – term “greenhouse effect” is Biology for CSEC visual presentations “global warming” applied to the climate. Longman Biology for CSEC CXC Human and Social Biology Formulate a hypothesis as to the Extreme temperatures, death of Formulate a hypothesis as to the As above Clarity and plausibility of the aspects of climate change that will corals/reef, rise in sea levels, higher aspects of climate change that will hypotheses and reasons given affect The Bahamas. category hurricanes. affect The Bahamas. Predict the decade in which The • Research the rate of increase in Internet Bahamas would notice the change average temperature/sea level. in climatic factors using scientific • Calculate the rate of increase per • Rubric for assessing processing models. decade. data • Predict the decade in which The Bahamas would notice the change • Clarity and plausibility of in climatic factors using scientific prediction and reasons models. Identify the climatic factors in The As above Identify the climatic factors in The Number and validity of factors Bahamas that would be most Bahamas that would be most identified; plausibility of reasons affected by climate change. affected by climate change. Biology Curriculum 2010, Grades: 10 – 12 89 SCOPE OF WORK GRADE 11 STRAND: ENVIRONMENTAL BIOLOGY UNIT: AIR POLLUTION LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Design and conduct an • Design a questionnaire to ascertain the Biology for CSEC Rubric for assessing investigations investigation to ascertain the knowledge and response level of knowledge and response level of persons to “climate change” persons to “climate change”. • Conduct a sample survey • Analyse data collected • Formulate conclusions Analyze the efforts of government Greenhouse gases including: carbon Conduct research to determine laws that Internet (government to reduce carbon dioxide dioxide, methane and nitrous oxide regulate: publications, NGO emissions in the country. • Exhaust fumes environmental agencies) • Burning trash • Industrial emissions • Green spaces • Fuels Based on the research findings, write a Rubric for assessing research position statement rating the government’s efforts to reduce carbon dioxide emissions. Investigate the use of alternative • Investigate the use of alternative energy Physics resource/textbooks Rubric for assessing investigations energy sources that would reduce sources that would reduce greenhouse greenhouse gas emissions. gas emissions; include local efforts as far as possible. • Debate the validity of the statement that Rubric for assessing oral greenhouse gases emissions have direct presentations negative affects on humans and other organisms. Biology Curriculum 2010, Grades: 10 – 12 90 SCOPE OF WORK GRADE 11 STRAND: ENVIRONMENTAL BIOLOGY UNIT: AIR POLLUTION LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Analyze the efforts of schools to Conduct research to determine Curricula for various subjects at educate students towards reversing the extent to which schools different grade levels (primary, Rubric for assessing research global warming factors. educate students towards junior & senior high schools). 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 educate students towards reversing global warming factors. Research what may happen to Define climate change; “a change in • Research what may happen to Internet sources e.g. Rubric for assessing research small islands/ bays as a result of climate which is attributed directly or small islands/ bays as a result www.sandwatch.org climate change/global warming. indirectly to human activity that of climate change/global www.unfcc.org www.ippc.ch; alters the composition of the global warming. Bahamian governmental and non atmosphere and is observed over long • Critically analyse the governmental environmental 2 time-periods (many decades)” likely information read. protection agencies. impacts of climate change on • Make an oral presentation Bahamas Environmental Handbook Rubric for assessing oral biodiversity. (speech, dramatic monologue, (BEST Commission) presentations debate). AQA Science 2 Sandwatch manual Gillian Cambers and Paul Diamond Biology Curriculum 2010, Grades: 10 – 12 91 SCOPE OF WORK GRADE 11 STRAND: ENVIRONMENTAL BIOLOGY UNIT: LAND POLLUTION DURATION: 1 week LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Create a poster representing the Chlorofluorocarbons (CFCs) used in • Find out the causes of ozone Biology for CSEC Rubric for assessing visual causes, process and effects of the making of aerosol sprays, depletion GCSE Biology aids/presentations ozone depletion. refrigerants and plastic foam causing • Note points in the process of thinning of ozone layer which helps ozone depletion. to block harmful UV rays from the • Collect and display items that sun, may lead to increased risk of skin cause (aerosol cans, etc) cancer; holes in ozone layer first ozone depletion appeared in 1985. • Create a poster representing the causes, process and effects of ozone depletion. Formulate a personal commitment Formulate a personal BNT Publications Long-term behaviour to become a good steward of the commitment to become a good Ministry of Environmental environment in utilizing “green” steward of the environment in Publications practices. utilizing “green” practices. Suggest “green” practices that Conserve electricity, maintain green Prepare a brochure or cartoon As above every person could use. spaces, regularly service vehicles encouraging everyone to do their Rubric for assessing visual part by committing to presentations environmentally good practices. Classify main land pollutants. Chemicals – batteries, agricultural • Brainstorm land pollutants AQA Science (fertilizers, pesticides) oil, paints, • Classify land pollutants Biology for CSEC Plausibility of classification gasoline, solid wastes: cars, stoves, according to their source CXC Human and Social Biology method and criteria refrigerators, tools, appliances • State the effects of each Containers – (rubber, plastic, glass, pollutant on the environment. Styrofoam) biomedical waste. Suggest methods of controlling the Suggest methods of controlling Publications DEHS Clarity and validity of methods main land pollutants. the major land pollutants. and plausibility of explanations Biology Curriculum 2010, Grades: 10 – 12 92 SCOPE OF WORK GRADE 11 STRAND: ENVIRONMENTAL BIOLOGY UNIT: LAND POLLUTION LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Promote the theme “Reduce, Biodegradable vs. nonbiodegradable • Classify waste as bio- Biology for CSEC Plausibility of classification Reuse, Recycle”. waste; recycling degradeable and non- DEHS publications method and criteria biodegradeable. CXC Human and Social Biology • Prepare a brochure or video Rubric for assessing visual presentation entitled “A presentations practical guide to Reduce, Reuse, Recycle your Waste”. Recognize the relationship Match pollutants with persons Publications DEHS Clarity and accuracy (content) in between types of solid waste who would discard them e.g. oil, demonstrating the relationship produced and the lifestyle of gasoline, rubber tyres residents. Construct a model that may be Design and construct a model Rubric for assessing models used by householders or a small that may be used by business to reuse one of the named householders or a small business land pollutants. to reuse one of the named land pollutants. Produce an anti-litter brochure. Prepare a brochure that: Department of Environmental • Identifies the main land Health Services Rubric for assessing visual pollutants on the island. Observations presentations • Identify the source(s) for each Survey data pollutant. • State the effects of each pollutant. • Suggest methods of controlling pollution caused by each pollutant. Biology Curriculum 2010, Grades: 10 – 12 93 SCOPE OF WORK GRADE 11 STRAND: ENVIRONMENTAL BIOLOGY UNIT: WATER POLLUTION DURATION: 2 weeks LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Formulate a hypothesis as to the Formulate a hypothesis as to the Clarity and plausibility of most common pollutant in the most common pollutant in the hypothesis and reasons sea/beach. sea/beach. Conduct an investigation to Bottles, plastic bags, disposable cups, Participate in a beach/coastal Data sheets determine the types of pollutants plates, forks, plastic containers, clean-up. found on beaches. beverage cans, clothing, wood Classify pollutants. Glass, wood, styrofaom, plastic, cans, • Sort/classify items collected Validity of classification method metal objects • Count the items in each group and criteria Rubric for assessing collecting data Calculate the percentage of Calculate the percentage of Data from investigation(s) Rubric for assessing processing pollutant items collected which pollutant items collected which data comprise the major pollutant. comprise the major pollutant. Make an inference/draw a Make an inference/draw a Completed data sheets Clarity and accuracy of conclusion as to the major conclusion as to the major inference/conclusion based on data pollutant in the sea. pollutant in the sea. collected Investigate water pollutants from a (see content on Water pollution) Investigate water pollutants from String, metal disc coloured black Rubric for assessing suspected polluted source. a suspected polluted source (e.g. and white, glass containers, litmus investigations: clarity of written bay, harbor, pond). or universal indicator, filter paper, report filter funnel, evaporating dish heat source, measuring cylinders CXC Human & Social Biology Compare the pollutants found in Inland - Household garbage, sewage, • Brainstorm as a class CXC Human and Social Biology inland water with those found in • Compare and contrast Clarity and accuracy of diagram the sea. pollutants found in two water and information environments on a Venn Diagram Biology Curriculum 2010, Grades: 10 – 12 94 SCOPE OF WORK GRADE 11 STRAND: ENVIRONMENTAL BIOLOGY UNIT: WATER POLLUTION LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Classify water pollutants. Chemicals (pesticides, fertilizers), Classify water pollutants. Photographs and artifacts Plausibility of classification plastic, glass, metals, sewage, method and criteria organic matter, detergents, Biology for CSEC bioaccumulation, oil , industrial CXC Human and Social Biology wastes (lead, mercury); radioactive chemicals; thermal pollution Compare the sources and effects As above • Identify the source of each of the main Biology for CSEC of common water pollutants. water pollutants. Longman Biology for CSEC • Identify the effects of each of the water pollutants. • Use a graphic organizer to compare the Rubric for assessing visual aids sources and effects of common water pollutants Suggest methods of controlling Suggest methods of controlling common Valid suggested methods with common water pollutants. water pollutants. plausible reasons/explanations Describe the effects of “heavy” • Identify “heavy” metals Biology for CSEC metals on marine food chains. • Make a diagram to show the GCSE Biology concentration of “poisons” as they are CXC Human and Social Biology Rubric for assessing visual aids moved through the food chain. Explain the effects of pesticides Make a diagram to show the concentration Biology for CSEC Rubric for assessing visual aids on the marine food chains. of “poisons” as they are moved through GCSE Biology the food chain. Longman Biology for CSEC Design a product to contain an Oil poisons fish when eaten, • Identify the source(s) of oil pollution Medicine dropper (acting as Rubric for assessing models oil spill. makes feathers reduce insulation, • Explain the effects of oil spills skimmer which vacuum), cotton can lead to hypothermia, and • Demonstrate cleaning oil from a feather balls or pad tissue (acts a booms makes it difficult for birds to fly, • Suggest methods of containing and which contain spill); detergent; cleaning oil spills. cooking oil/motor oil; shallow pond (pollution solution) CXC Human and Social Biology Biology Curriculum 2010, Grades: 10 – 12 95 SCOPE OF WORK GRADE 11 STRAND: ENVIRONMENTAL BIOLOGY UNIT: WATER POLLUTION LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Describe the threats to the marine Make a poster showing marine debris Publications BNT Rubric for assessing visual aids environment caused by marine with notes indicating the threat each CXC Human and Social debris. poses. Biology Explain the process of Phosphates in detergents and Make a model to explain the process of GCSE Biology Rubric for assessing models eutrophication. fertilizers cause a rapid growth in the eutrophication. Biology for CSEC algae, bacteria use up oxygen to decay Longman Biology for CSEC algae as they die which, in turn, CXC Human and Social reduces oxygen. Water ecosystems Biology with reduced oxygen will support fewer individuals and less variety of organisms (reduce biodiversity, define eutrophication, identify the causes of eutrophication. Explain the relationship between Make a visual presentation to Biology for CSEC Rubric for assessing visual clean water and a healthy lifestyle. demonstrate the relationship between CXC Human and Social presentations - clarity and clean water and a healthy lifestyle. Biology accuracy (content) in demonstrating the relationship Biology Curriculum 2010, Grades: 10 – 12 96 SCOPE OF WORK GRADE 11 STRAND: CELL BIOLOGY AND GENETICS UNIT: TRANSPORT IN CELLS DURATION: 1 ½ weeks LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Use materials to illustrate turgidity Define the terms hypertonic, Make temporary slides plant tissue in Microscope, sugar or salt, red Rubric for assessing correct and and plasmolysis in plant cells. isotonic and hypotonic and relate water, plant tissue in concentrated area of rhubarb stalk or red safe handling of apparatus and them to the concentration of water salt/sugar solution onion, Rheo leaf epidermis, materials molecules in solutions. blotting paper/tissue, Define the terms turgidity and pipette/dropper plasmolysis. GCSE Biology Longman Biology for CSEC Make observations of plant tissue Cell loses water in hypertonic • Observe cells of Rheo, rhubarb stalk As above in solutions of different solutions, cell contents move away or red onion under a microscope in a Number and quality (details) of concentrations. from cell walls as vacuole shrinks. drop of water and in a concentrated GCSE Biology observations Cell becomes flaccid (limp). Cell salt or sugar solution. Biology for CSEC gains water in hypotonic solutions, • Make diagrams to show observations Longman Biology for CSEC Rubric for assessing diagrams vacuole increases in size, pressing cytoplasm against cell walls. Cell becomes firm. Perform an investigation to As above Place strips/cylinders of potato or Potato or carrots; Rubric for assessing correct and determine the effects of varying carrots in hyper-, iso- and hypotonic Sugar/salt; water; safe handling of apparatus and concentration of sugar solutions solutions for 24 hours. knife/scalpel/cork borer; materials on plant tissue. beakers/plastic cups; ruler Caribbean Biology Rubric for assessing experimental reports Observe the effects of varying the Changes in size, colour, turgidity Observe what happens when potato or GCSE Biology Number and quality (details) of concentration of solutions on plant carrot strips/pieces are placed in Biology for CSEC observations tissues. different concentration of sugar or salt Longman Biology for CSEC solutions. Measure length and width of • Measure length and width of potato/ Longman Biology for CSEC Accuracy of measurements, clarity potato/carrot strips. carrot strips at the beginning of of recording measurements experiment and at the end of 24 hours. • Record measurements Biology Curriculum 2010, Grades: 10 – 12 97 SCOPE OF WORK GRADE 11 STRAND: CELL BIOLOGY AND GENETICS UNIT: TRANSPORT IN CELLS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Show the change in length of plant Draw bar graphs showing the Rubric for processing data strips. lengths at the beginning and end of 24-hour period. Explain the effects of solutions of As above • Draw a conclusion Biology for CSEC Clarity and accuracy of conclusion different concentrations on plant • Write an explanation for the GCSE Biology based on results and observations tissue. observations and results Longman Biology for CSEC made recorded. Predict what would happen to a A red blood cell is an example of an • Read information on the Biology for CSEC Plausibility of predictions and sample of red blood cells when animal cell; cell wall is absent; effects of varying reasons given placed in solutions of varying cell wall is rigid and cannot be concentration of solutions on concentrations. stretched. 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. Biology Curriculum 2010, Grades: 10 – 12 98 SCOPE OF WORK GRADE 11 STRAND: CELL BIOLOGY AND GENETICS UNIT: STRUCTURE OF CELLS DURATION: 1 week LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Explain the importance of water to Cells comprise about 75% water. Less • Brainstorm uses of water to GCSE Biology cells. leads to death. Water is needed for: cells. CXC Human and Social Biology turgor, solvent, chemical reactions. • Create a cartoon showing the Human Form & Function Rubric for assessing visual aids importance of water to cells. (cartoon) Relate the properties of water to its Water absorbs much heat with little • Class discussion Worksheet Worksheet - clarity and accuracy functions in cells. rise in temperature, “universal” • Worksheet (content) in demonstrating the solvent, water pressure, osmosis relationship Classify proteins in the cell. All proteins contain carbon, hydrogen, • List elements in proteins Worksheet oxygen and nitrogen along with • Name the two functional sulphur and some also have classes of protein AQA Science phosphorus. Structural proteins are • State the functions of proteins GCSE Biology found in the mitochondria, ribosomes, in each group. CXC Human and Social Biology chromosomes and cell membranes. • Classify cellular proteins into Human Form & Function Correct classification of proteins Enzymes are proteins and control the two classes. chemical activities in the cell. Demonstrate the relationship Number of amino acids, units that • Use materials to build long Molecular model kit, or plasticene Rubric for assessing models between amino acids and proteins. build protein like letters build words. chain molecules (proteins) and toothpicks, or beads. Proteins long chain molecules. form unit amino acids. GCSE Biology Rubric for assessing oral/visual Sequence of amino acids and linkages • Make labeled diagrams to CXC Human and Social Biology presentations between chains determines the protein. represent synthesis of proteins Human Form & Function Terms: di-, tri-, polypeptides from amino acids Relate the properties of protein to Macromolecules – structure, • Class discussion Worksheet Clarity and accuracy (content) in its function in cells. specificity of shape – enzyme • Match property of protein to demonstrating the relationship reaction, links break at 50°C – function or feature of cells AQA Science denatured. with a brief explanation. GCSE Biology Longman Biology for CSEC Human Form & Function Biology Curriculum 2010, Grades: 10 – 12 99 SCOPE OF WORK GRADE 11 STRAND: CELL BIOLOGY AND GENETICS UNIT: STRUCTURE OF CELLS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Identify fats as essential chemicals Fats used in structure of cell and • Research the importance of AQA Science in cells. nuclear membranes. Droplets in fats in cells. Longman Biology for CSEC cytoplasm produce energy. • Explain the importance of fats CXC Human and Social Biology Valid reasons in cells. Make a diagram to show the H2 – C O – organic acid Make a diagram to show the GCSE Biology Rubric for assessing visual aids chemical arrangement of a portion H – C O – organic acid fatty acid chemical arrangement of a Longman Biology for CSEC of a fat molecule. H2 – C O – organic acid portion of a fat molecule. Human Form & Function Make a model to represent a A ring showing the arrangement of Make a model to represent a GCSE Biology Rubric for assessing models molecule of glucose. C6H12O6 molecule of glucose. Longman Biology for CSEC Relate the properties of Macromolecules – structure, insoluble • Class discussion Worksheet Clarity and accuracy (content) in carbohydrates to their function in for storage, sugars – soluble transport, • Match property of GCSE Biology demonstrating the relationship cells. simple – respiration, building carbohydrates to functions and feature of cells with a brief explanation. Compare and contrast the Elements, molecular length, functions, Draw a Venn Diagram to AQA Science Venn Diagram (number and chemical composition of proteins, molecular structure of basic units Compare and contrast proteins, GCSE Biology accuracy of similarities and fats and carbohydrates. fats and carbohydrates Longman Biology for CSEC differences) CXC Human and Social Biology Human Form & Function Describe inter-conversions of Glucose to glycogen, amino acids to Make a visual display (graphic CXC Human and Social Biology Rubric for assessing visual aids substances in cells. protein, fatty acids and glycerol to organizer, annotated diagrams, Human Form & Function fats. Animal cells carbohydrates to PowerPoint Presentation) to lipids, lipids to protein. Plant cells show inter-conversions of make amino acids and glucose from substances in cells. simple substances. Biology Curriculum 2010, Grades: 10 – 12 100 SCOPE OF WORK GRADE 11 STRAND: CELL BIOLOGY AND GENETICS UNIT: CELL DIVISION - MITOSIS DURATION: 2 weeks LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Compare the appearance of a • Observe a photograph of cell in GCSE Biology cell that is reproducing with the process of reproducing and the appearance of one that is one that is not. Number and quality (details) of not. • Note differences. observations Identify the cell structures that Nucleus, chromosomes, centrioles, nuclear • Identify the cell structures that are Worksheet are involved in reproduction. membrane involved in reproduction. AQA Science Structures identified Biology for CSEC Longman Biology for CSEC Observe diagrams showing Interphase – resting/non-reproductive • Examine a prepared onion root tip Prepared slides of L.S. root tips. Correct use of the microscope to stages in mitosis. stage. using lower power of the observe stages in mitosis Stages in mitosis are: microscope.(A simple drawing Wall charts, large models • Prophase beside each microscope helps (plasticine models of • Metaphase students to focus on relevant part chromosomes), chalkboards • Anaphase of slide) diagrams, microscope • Telophase. • Produce a drawing of a cell cycle. Number and quality (details) of • Observe stages of mitosis under GCSE Biology observations in diagrams microscope Biology for CSEC Summarize what happens in Interphase- cell preparation for division. • Make annotated drawing Mitosis Flip Books, models, Clarity of diagram, each stage of mitosis. Prophase-chromosomes make a copy of (diagram) of each phase of transparencies, CXC Biology accuracy/validity of notes themselves with centromere- nuclear mitosis. membrane disappears • Develop a mnemonic device for Internet Metaphase-chromosomes line up along each stage. equator of the spindle with each chromatid GCSE Biology attached to a separate spindle fibre by its Biology for CSEC centromere Longman Biology for CSEC Anaphase-chromatids separate, move to poles- becomes a separate chromosome Telophase-two identical nuclei are formed with cytoplasm, nucleolus, and reappearance of nuclear envelope Biology Curriculum 2010, Grades: 10 – 12 101 SCOPE OF WORK GRADE 11 STRAND: CELL BIOLOGYAND GENETICS UNIT: CELL DIVISION - MEIOSIS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Observe prepared slides of the Follicles can be seen in the ovary in Make outline drawings of the Prepared slides of cross section of Rubric for assessing correct and cross-section of an ovary/testis. cross section. The follicles produce cross-section of ovary/testis as gametes, microscope safe use of the microscope ova (eggs). seen under the microscope/ Balanced Science Book 2 Clarity and accuracy of diagram magnifying glass GCSE Biology A section across a mammal’s testis Biology for Life shows the inside of a seminiferous tubule which produces sperms. Observe diagrams showing stages Two different divisions in meiosis :- • Observe diagrams showing Posters/charts, models, Biology in meiosis. Interphase stages in meiosis. The dynamics of Life Prophase 1 Prophase 11 • Make explanatory notes next Unlabelled diagrams showing the Clarity and accuracy of notes Metaphase 1 Metaphase 11 to the diagram for each stage. stages in meiosis. Anaphase 1 Anaphase 11 • Compare and contrast the Number and accuracy of AQA Science Telophase 1 Telophase 11 same stages in both cycles similarities and differences GCSE Biology (e.g. Prophase I and II). Biology for CSEC • Demonstrate cross over using Rubric for assessing models clay structures Clay, plasticine, play dough Suggest how variation in a species Crossing over which occurs during the Create a graphic organizer to Plausibility of suggestion and might occur. first cell division increases variation suggest how meiosis leads to Poster paper, markers, text books, reasons/logical explanation given within a species by creating new variation in a species. Internet combinations of genes on chromosomes. As chromosomes cross over, they are no longer homologous. Justify the importance of meiosis In meiosis, one diploid cell (2N) Use annotated diagram to show Balanced Science Bk. 2 Clarity and accuracy of logical being a “reduction division”. produces 4 haploid (N) cells providing why the chromosome number AQA Science explanation a way for off springs to have the same must be halved to maintain the GCSE Biology number of chromosomes as their diploid number of chromosomes Biology for CSEC parents when fertilization occurs . in body cells. Biology Curriculum 2010, Grades: 10 – 12 102 SCOPE OF WORK GRADE 11 STRAND: CELL BIOLOGYAND GENETICS UNIT: CELL DIVISION - MEIOSIS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Compare and contrast mitosis and Mitosis Meiosis • Review information on CXC Biology Appropriate diagram (number and meiosis. 1. Genetically 1.Offspring with mitosis and meiosis Biology Skills for Excellence accuracy of similarities and identical variation • Construct a table to show GCSE Biology differences) offspring similarities and differences Biology for CSEC • Develop a mnemonic device 2. One division 2. Two divisions for the stages of cell division. Internet 3. Diploid 3. Haploid offspring offspring/cells 4. Process 4. Production of occurring in gametes somatic cells Biology Curriculum 2010, Grades: 10 – 12 103 SCOPE OF WORK GRADE 11 STRAND: CELL BIOLOGYAND GENETICS UNIT: MONOHYBRID INHERITANCE DURATION: 3 weeks LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Formulate a hypothesis as to A trait is a visible feature. Formulate a hypothesis as to Plausibility of hypothesis and traits that are inherited. traits that are inherited. reasons given Formulate a hypothesis as to The gene is the unit of inheritance. Genes are Formulate a hypothesis as to Plausibility of hypothesis and how traits are inherited. found on the chromosomes. how traits are inherited. reasons given Observe inherited monohybrid Characteristics which are passed on from one • Identify inherited traits in CXC Human and Social Biology Number and quality (details) of traits of students in the generation to the next such as tongue rolling, students. observations classroom. ear lobes, hitchhikers thumb. • Observe and note the AQA Science variations of these traits GCSE Biology Clarity in recording of data among students in the class. Biology for CSEC • Construct a table or graph e.g. Clarity and accuracy of data in a bar graph/pie graph showing suitable table/ bar or pie graph the variations. Observe inherited traits of EXAMPLES: Plants:- leaf shape, color of • Observe plants and animals in Photographs, live specimen Number and quality (details) of plants and animals in the parts, life cycle the schoolyard. observations and clarity in schoolyard. Animals:- number of legs, wings, type of • Identify the traits. Biology – Dynamics of Life. recording skeleton, • R e c o r d t r a i t s o b s e r v e d . Use correct terminology in Phenotype, genotype, homozygous, • Define common vocabulary in AQA Science Correct use of terminology in solving genetics problems. heterozygous, dominant, recessive, complete, monohybrid inheritance. GCSE Biology solving genetics problems. incomplete, co-dominance, allelomorphic • Use correct terminology in Biology for CSEC (alleles), P, F1, F2, Punnett Square, ratio, drill exercises. Longman Biology for CSEC probability, monohybrid • Use correct terminology in solving genetics problems. Solve problems based on If two parents are homozygous for a genetically • Solve a variety of genetics Biology for Life Rubric for assessing problem- information given for inherited recessive trait, what is the probability problems using the Punnett CXC Biology solving. monohybrid inheritance, that they will have a child who does not have square or crosses to solve AQA Science complete dominance. this trait in his or her phenotype? problems to F2. GCSE Biology If two parents are heterozygous for a • Formulate a “what if… Biology for CSEC genetically inherited dominant trait, what is the question. Longman Biology for CSEC probability that they will have a child together who has this trait in his or her phenotype? Biology Curriculum 2010, Grades: 10 – 12 104 SCOPE OF WORK GRADE 11 STRAND: CELL BIOLOGYAND GENETICS UNIT: MONOHYBRID INHERITANCE LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Solve problems based on In the heterozygous condition, there is • Solve a variety of genetics GCSE Biology Rubric for assessing problem- information given for monohybrid a “blending” of the genes so that the problems using the Punnett Biology for Life solving inheritance, incomplete phenotype is in between the two square or crosses to solve Biology for CSEC dominance. homozygous phenotypic expressions. problems to F2. CXC Biology The phenotypic and genotypic ratios • Formulate a “what if… are the same. question. Solve problems based on In the heterozygous condition, both • Solve a variety of genetics GCSE Biology Rubric for assessing problem- information given for monohybrid phenotypes are shown e.g. red hairs problems using the Punnett Biology for Life solving inheritance, co-dominance. and white hairs. square or crosses to solve Biology for CSEC The phenotypic and genotypic ratios problems to F2. CXC Biology are the same. • Formulate a “what if… Longman Biology for CSEC question. CXC Human and Social Biology Design, conduct, and evaluate a Examples: tongue rolling, left- • Choose trait Longman Biology for CSEC Rubric for assessing an survey of an inherited phenotypic handness, patent-baldness, red-green • Take a survey of persons e.g. CXC Human and Social Biology investigation (using a survey) trait in humans. colour blindness, clockwise pattern of left handed or right handed Internet hair, free ear lobes, PTC taster • Record the data. • Analyze the data • State a conclusion as to which feature appears to be dominant. Biology Curriculum 2010, Grades: 10 – 12 105 SCOPE OF WORK GRADE 11 STRAND: CELL BIOLOGYAND GENETICS UNIT: MONOHYBRID INHERITANCE LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Distinguish between the sex and There are 22 pairs of autosome • Observe photographs of AQA Science other homologous chromosomes in somatic chromosomes and one pair of human homologous GCSE Biology humans. sex chromosomes in humans. Sex chromosomes. Biology for CSEC Accuracy of observations and chromosomes are not identical. The Y • Describe the sex Longman Biology for CSEC clarity of description is shorter than the X. chromosomes. Explain how the gender of a baby An X chromosome from each parent • Flip two coins (same type) AQA Science is determined. would produce a girl (female XX) a X with heads representing X and GCSE Biology chromosome from the mother and a Y tails Y for 50 times. Record Biology for CSEC chromosome from the father would the combinations. Longman Biology for CSEC produce a boy (male XY). • Determine the probability of Rubric for assessing processing either gender. data • Draw a Punnett Square or Accuracy and clarity of diagram crosses assist in explaining and explanation of cross results how the gender of a baby is determined. Identify examples of sex-linked Traits that seem in a higher proportion • Formulate a hypothesis as to AQA Science Plausibility of hypothesis and traits. in males are termed sex-linked They why certain traits are more GCSE Biology reasons given are coded by recessive genes as they common in males. Biology for CSEC only need to be present on the one X • Identify examples of sex- Longman Biology for CSEC Correct identification of examples chromosome to be observed. In linked traits. females the gene would have to be present on both X chromosomes. E.g. heamophilia, red-green colour- blindness, patent baldness, sickle cell anaemia. Biology Curriculum 2010, Grades: 10 – 12 106 SCOPE OF WORK GRADE 11 STRAND: CELL BIOLOGYAND GENETICS UNIT: MONOHYBRID INHERITANCE LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Solve monohybrid inheritance If both parents are carriers of the • Solve monohybrid GCSE Biology Rubric for assessing problem- problems for sex-linked traits. recessive inheritance problems for sex- Biology for CSEC solving allele for a disorder, all of their linked traits. children will • Formulate a “what if… face the following odds of inheriting question. the trait: 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 Biology Curriculum 2010, Grades: 10 – 12 107 SCOPE OF WORK GRADE 11 STRAND: CELL BIOLOGYAND GENETICS UNIT: MONOHYBRID INHERITANCE LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Apply the principles of The human X-chromosome carries • Apply the principles of Life Science Glencoe Science monohybrid inheritance to the some alleles for which there are no monohybrid inheritance to the inheritance of A, B Blood partners on the Y-chromosome (which inheritance of A, B Blood Life Science Merrill Grouping. doesn't carry any alleles except those Grouping. that decide gender). The result of • Make an oral and visual Second Edition Biology Exploring Rubric for assessing oral/visual inheriting an allele like this is different presentation describing Life presentations for males and females, and so the monohybrid inheritance. GCSE Biology characters they code for are called Biology for CSEC sex-linked characters. A sex-linked Longman Biology for CSEC allele inherited by a male is expressed CXC Human and Social Biology even if it is recessive because it is not hidden by another, dominant, allele. So almost all who suffer from this disease are males. Content for previous objective Biology Curriculum 2010, Grades: 10 – 12 108 SCOPE OF WORK GRADE 11 STRAND: NUTRITION AND FOOD SUPPLY UNIT: NUTRIENTS IN FOOD DURATION: 1 ½ weeks LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Predict which nutrient(s) can be The presence of protein using Biuret • Predict which food nutrient(s) Food samples Plausibility of predictions and found in given foods. reagent and the presence of reducing can be found in given food reasons given; appropriate table sugars using Benedict’s solution or samples Biology for CSEC constructed mixed Fehlings Solution, non- • Construct a suitable table to reducing sugar using hydrochloric record predictions. Use apparatus and materials safely acid and mixed Fehlings soln. • Handle apparatus correctly in Food samples, test tubes, test tube Rubric for assessing correct and in performing food tests. performing investigations. racks, Benedict’s solution, mixed safe use of apparatus and materials • Handle materials correctly in Fehlings Solution (A & B/I & II) performing investigations. Biuret reagent, dropper/pipette, hot • Handle apparatus and water bath, test tube holders materials safely in performing investigations. Biology for CSEC GCSE Biology Conduct food tests on the food Perform tests to determine the CXC Human and Social Biology Rubric for assessing correct and samples to verify the predictions presence of the nutrients safe use of apparatus reagents (reducing sugars, non-reducing sugars and proteins) in each food sample using food tests. Observe results of food tests on Positive tests are: protein - purple with Record all observations of the As above Number and quality (details) of various food samples. Biuret, reducing sugar - dark yellow – food tests results in an observations; clarity in recording red with Benedict’s Solution heated; appropriate table. observations non-reducing – no reaction with Benedict’s but dark yellow – red with hydrochloric acid and mixed Fehlings Solution. Biology Curriculum 2010, Grades: 10 – 12 109 SCOPE OF WORK GRADE 11 STRAND: NUTRITION AND FOOD SUPPLY UNIT: NUTRIENTS IN FOOD LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Draw conclusions to verify • Based on the observed results Biology for CSEC predictions on nutrients present in of the food tests performed, GCSE Biology Clarity and accuracy of food samples. formulate CXC Human and Social Biology inferences/conclusion based on inferences/conclusions about results and observations made the nutrients present in each food sample. • Compare and note Accuracy of similarities and inferences/conclusions with differences cited predictions. Conduct an experiment to compare The reagent DCPIP (alternatively, • Conduct an experiment to Various fruit juices, water (control), Rubric for assessing investigations the amount of Vitamin C in juices. potassium permanganate and compare the amount of pipette/dropper, DCPIP/potassium hydrochloric acid) can be used to test Vitamin C in different juices. permanganate for the presence of Vitamin C. vit. C • Record observations in table. Clarity in recording observations decolourizes potassium permanganate Biology Curriculum 2010, Grades: 10 – 12 110 SCOPE OF WORK GRADE 11 STRAND: NUTRITION AND FOOD SUPPLY UNIT: PLANT NUTRITION DURATION: 2 ½ weeks LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Form a hypothesis on materials Carbon dioxide, water, light energy, • Brainstorm AQA Science Plausibility of hypothesis and needed for photosynthesis. chlorophyll • List materials needed Biology for CSEC reasons given Longman Biology for CSEC Identify sources of raw Soil, air, sun • Brainstorm AQA Science materials for photosynthesis. • Make an annotated diagram of GCSE Biology Rubric for assessing visual aids a plant showing sources, and Biology for CSEC the route to the leaves. Justify leaves as the parts of Chlorophyll mainly in leaves, carbon Write a short essay or a picture Biology for CSEC Number and accuracy of points; plants best suited for dioxide in air through stomata, water story justifying leaves as the logical argument photosynthesis. through xylem, sunlight to leaves parts of plants best suited for photosynthesis. Summarize the process of Photosynthesis is the process by which Design a graphic Craft materials Rubric for assessing visual aids photosynthesis. plants make their own food. It requires the organizer/poster to summarize AQA Science raw materials carbon dioxide and water the process of photosynthesis. GCSE Biology under conditions of light and chlorophyll Biology for CSEC presence. The products made are glucose Longman Biology for CSEC Suggest limiting factors of and oxygen. (students must know word • Discuss word equation of AQA Science photosynthesis. and chemical equations).The rate of photosynthesis. GCSE Biology photosynthesis can be affected by many • Suggest factors that limit rate Biology for CSEC factors such as availability of water, of photosynthesis Longman Biology for CSEC Rubric for assessing visual aids carbon dioxide and light, and the • Arrange them in an organized (concept map or graphic temperature. concept map. organizer) Compose an equation to Carbon dioxide + water → glucose + Compose an equation to represent Biology for CSEC Correct word equation represent the process of oxygen the process of photosynthesis. GCSE Biology photosynthesis. Longman Biology for CSEC Perform an investigation to Leaves make food for the plant through • Destarched (leaves) plant Test tubes, test tube racks, iodine, Rubric for assessing investigations determine the form in which photosynthesis. They produce sugar/glucose • Plant photosynthesizes Benedict’s solution, Biuret reagent, food is stored in leaves of a which is stored as starch. The presence of dropper/ pipette, ethanol, Bunsen • Boil leaves plant. starch is tested with iodine. Sugar may also burner, porcelain tile, beaker, water • Decolourize leaves be converted to proteins, fats, etc. GCSE Biology • Perform food tests The importance of destarching leaves. Biology for CSEC Biology Curriculum 2010, Grades: 10 – 12 111 SCOPE OF WORK GRADE 11 STRAND: NUTRITION AND FOOD SUPPLY UNIT: PLANT NUTRITION LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Control variables in an Leaves of similar size from one • Identify variables Biology for CSEC Correct identification of variables investigation. plant used. • Control variables GCSE Biology and variable(s) kept constant Use apparatus and materials As above Use apparatus and materials Rubric for assessing correct and correctly and safely in an correctly and safely in an Biology for CSEC safe handling of apparatus and investigation to determine the investigation to determine the form materials form in which food is stored in in which food is stored in leaves of a leaves of a plant. plant. Observe change in the colour of Observe and record colour of each Biology for CSEC Number and quality (details) of reagents. reagent before and after reaction GCSE Biology observations and clarity in with leaf. recording Form a conclusion on the form in Form a conclusion on the form in Biology for CSEC Clarity and accuracy of conclusion which food is stored in leaves of a which food is stored in leaves of a GCSE Biology based on observations made plant. plant. Design an investigation to Design an investigation to determine Biology for CSEC Clarity, details and logic of plan determine whether light is whether light is necessary for GCSE Biology necessary for photosynthesis. photosynthesis. Longman Biology for CSEC Conduct an experiment to Light provides the energy • Conduct an experiment to Light source, two identical destarched Rubric to assess experimental investigate whether light is needed needed to split water molecules investigate the importance of light plants, light and dark areas, iodine, investigation in the production of starch by during the light phase of in photosynthesis. ethanol, test tube, Bunsen burner, photosynthesis. photosynthesis. • Write an experimental report forceps, beaker, water, porcelain tile Rubric to assess experimental reports Biology for CSEC Control variables in an As above • Identify variables Leaves of identical size from same Correct identification and control investigation. • Control variables type plant under same prior conditions of valid variables used. Biology for CSEC GCSE Biology Biology Curriculum 2010, Grades: 10 – 12 112 SCOPE OF WORK GRADE 11 STRAND: NUTRITION AND FOOD SUPPLY UNIT: PLANT NUTRITION LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Use apparatus and materials As above Use apparatus and materials As above Rubric for assessing correct and correctly and safely to investigate correctly and safely in an safe use of apparatus and materials whether light is needed in the investigation to investigate whether Biology for CSEC production of starch by light is needed in the production of GCSE Biology photosynthesis. starch by photosynthesis. Observe the colour in both leaves Observe and record colour of both Biology for CSEC Accuracy of observations and tested. leaves tested for starch. GCSE Biology clarity in recording Form a conclusion on whether Form a conclusion on whether light GCSE Biology Clarity and accuracy of conclusion light is needed in the production of is needed in the production of starch based on results and observations starch by photosynthesis. by photosynthesis. made Formulate a hypothesis on whether Formulate a hypothesis on whether GCSE Biology Plausibility of hypothesis and chlorophyll is necessary for chlorophyll is necessary for reasons given photosynthesis. photosynthesis Conduct an experiment to show Chlorophyll in the leaves absorb Conduct an experiment to Light source, two plants, dark area, Rubric for assessing experimental that chlorophyll is essential for the light energy. investigate the importance of iodine, ethanol, test tube, Bunsen investigations production of starch. chlorophyll in photosynthesis. burner, forceps, beaker, foil/dark paper or a variegated leaf (two colours Write an experimental report on the – green and yellow). investigation. Biology for CSEC GCSE Biology Control variables in an • Identify variables Leaves of identical size from same Correct identification and control investigation. • Control variables type plant under same prior conditions of valid variables used OR variegated leaf. Use apparatus and materials As above Use apparatus and materials As above Rubric for assessing correct and correctly and safely to determine correctly and safely in an safe use of apparatus and materials whether chlorophyll is needed in investigation to determine whether the production of starch by chlorophyll is needed in the photosynthesis. production of starch by photosynthesis. Biology Curriculum 2010, Grades: 10 – 12 113 SCOPE OF WORK GRADE 11 STRAND: NUTRITION AND FOOD SUPPLY UNIT: PLANT NUTRITION LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Form a conclusion on whether Form a conclusion on whether Biology for CSEC Clarity and accuracy of conclusion chlorophyll is needed for the chlorophyll is needed in the GCSE Biology based on results and observations production of starch by production of starch by made photosynthesis. photosynthesis. Observe the colour in leaves Observe and record colour of GCSE Biology Plausible observations made and tested. leaves tested for starch. clearly recorded Compare the processes of Summary equations are reverse of Compare raw materials, Biology for CSEC Valid similarities and differences photosynthesis and respiration. each other. products, energy. GCSE Biology 1 Compare and contrast seedlings, Deficiencies: Sulphur – yellow • Observe photographs or Photos/ actual specimens of Number and quality (details) of plants and fruits with named leaves, slim stems; Phosphorus – poor, specimens showing mineral seedlings, plants, and fruits that are observations mineral deficiencies. weedy growth, reddish stem and deficiencies. deficient in named minerals. leaves, mottling of leaves; Nitrogen – • Compare photographs or Photographs of named deficiency stunted growth, very small leaves; specimens with “normal” diseases. Calcium – weak, stunted growth, poor plants. root development; Iron – poor growth, • Match the observations with Modern Biology for Secondary yellow leaves; Magnesium - poor named deficiency signs (in Schools. growth, yellow leaves; Potassium – textbook). AQA Science very poor growth, orange or brown • Construct a suitable table to GCSE Biology Suitable table and accuracy of leaves. record what is observed in Longman Biology for CSEC information each seedling, plant and fruit for each mineral deficiency. Draw conclusions on the function Draw conclusions, based on Photos/ actual specimens of Clarity and accuracy of conclusion of named minerals in plant comparisons of seedlings, plants seedlings, plants, and fruits that are based on observations made nutrition and physiology. and fruits with deficiencies and deficient in named minerals “normal” ones, on the function of named minerals in plants. AQA Science GCSE Biology Longman Biology for CSEC 1 Modern Biology for Secondary Schools. Biology Curriculum 2010, Grades: 10 – 12 114 SCOPE OF WORK GRADE 11 STRAND: PLANT ANATOMY AND PHYSIOLOGY UNIT: TRANSPORT IN PLANTS DURATION: 2 weeks LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Design, conduct and evaluate an Transpiration is the loss of water Design, conduct and evaluate an Two potted plants / young Rubric for assessing experimental experiment to prove that vapour through the shoot (mainly experiment to prove that herbaceous plants of same type, two investigations transpiration mainly occurs leaves) of plants. The rate of transpiration mainly occurs plastic bags, bread ties/string, water, through the leaves of a plant. transpiration can be affected by through the leaves of a plant two flasks/ bottles various environmental factors such as ensuring that all variables are humidity, wind, and temperature. controlled. Longman Biology for CSEC 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 • Assemble apparatus. Water, beaker, capillary tube, clamp Rubric for assessing experimental method to determine the at which a plant takes up water. Water • Ensure the experiment is air- stand, rubber tubing, balance, investigations transpiration rate of a plant. lost from the leaves is measured as the tight. shoot/plant, photometer. change in water level in the capillary tube. Biology for CSEC The difference in weight of a GCSE Biology plant/shoot in water over a period of Longman Biology for CSEC time is a measure of the water uptake to replace that lost by transpiration. Measure the water level or weight • Take measurements before Balance (triple beam or digital) Accuracy of measurements, clarity of experiment. and after a time period. of recording measurements Measure the amount of water Biology for CSEC taken up in a cut plant using a Longman Biology for CSEC potometer. • Record measurements. Biology Curriculum 2010, Grades: 10 – 12 115 SCOPE OF WORK GRADE 11 STRAND: PLANT ANATOMY AND PHYSIOLOGY UNIT: TRANSPORT IN PLANTS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Calculate the rate of transpiration. • Calculate the rate of transpiration. Biology for CSEC Rubric for assessing processing data (ml /hour or g/hour) Control variables in an • Identify variables Identical plants (size from Correct identification and control investigation to show transpiration • Control variables same type plant under same of valid variables mainly occurs through the leaves prior conditions used). of a plant. AQA Science GCSE Biology Biology for CSEC Conduct an investigation to Transpiration is the loss of water vapour • Investigate from which surface of Potted plants, Vaseline, Rubric for assessing experimental determine from which surface of through the leaves of plants. The number the leaf more water vapour lost. plastic bags investigations the leaf more water vapour lost. of stomata on the lower epidermis is • Use potometer or weighing higher than those found on the upper method. epidermis. Water vapour is released from stomata during the process of transpiration. Hence, transpiration occurs faster in the lower epidermis. Control variables in an • Identify variables Identical leaves (size on Correct identification and control investigation to determine from • Control variables same plant under same prior of valid variables which surface of the leaf is more conditions used). water vapour lost. GCSE Biology Use materials correctly and safely White anhydrous cobalt chloride turns • Place anhydrous cobalt chloride Anhydrous cobalt chloride, Rubric for assessing correct and to determine from which surface blue in the presence of water. paper on both surfaces of 4 leaves forceps, potted plants, safe use of apparatus and materials of the leaf transpiration occurs Vaseline blocks the pores and, therefore, and observes which surface of Vaseline faster. the release of water vapour. each leaf transpires faster. • Investigate how putting Vaseline on either or both leaf surfaces affects transpiration. Formulate a conclusion on which Draw a conclusion on which surface GCSE Biology Clarity and accuracy of conclusion surface allows a faster rate of allows a faster rate of transpiration. Biology for CSEC based on results and observations transpiration. Longman Biology for CSEC made Biology Curriculum 2010, Grades: 10 – 12 116 SCOPE OF WORK GRADE 11 STRAND: PLANT ANATOMY AND PHYSIOLOGY UNIT: TRANSPORT IN PLANTS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Suggest factors that would affect Temperature, light intensity, humidity, • Brainstorming Biology for CSEC Correct (valid) factors identified the rate of transpiration. wind speed. • Suggest factors that would affect GCSE Biology the rate of transpiration. Design an experiment to Logical plan (including materials, • Design an experiment to Identical plants, potometers or Clarity, details and logic of plan investigate the effect of a given apparatus and method). investigate the effect light balances and conical flasks etc., environmental factor on the rate of intensity has on the rate of vaseline transpiration. transpiration. • Design an experiment to investigate the effect wind speed has on the rate of transpiration. • Design an experiment to investigate the effect temperature has on the rate of transpiration. • Design an experiment to investigate the effect humidity has on the rate of transpiration. Conduct and evaluate an • Conduct an experiment that As above Rubric for assessing an experiment that investigates how investigates how the rate of experimental investigation the rate of transpiration is affected transpiration is affected by a by a given environmental factor. given environmental factor • Identify and control variables • Record measurements. • Write an experimental report • Evaluate the investigation. Predict the effect should a plant When plants lose more water than Predict the effect should a plant lose Longman Biology for CSEC Plausibility of predictions and lose too much water. they take in, the cells in the leaves will too much water. reasons given lose water and become flaccid. Thus, the plant will wilt. Biology Curriculum 2010, Grades: 10 – 12 117 SCOPE OF WORK GRADE 11 STRAND: PLANT ANATOMY AND PHYSIOLOGY UNIT: TRANSPORT IN PLANTS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Suggest how leaves of certain Leaves may also be adapted to ensure Create flashcards pasting photos Aloe plant, cacti, photos/ diagrams/ Rubric for assessing visual aids plants are adapted to prevent that sufficient water is in the plant. In of special (named) plants on one transparencies of plants that live in excessive water loss by dry regions leaves appear differently side and on the other explain arid/dry conditions, index cards transpiration. to reduce water loss through how the plants’ leaves are transpiration. For example less adapted to prevent excessive Biology for CSEC stomata, rolled up leaves, storage of water loss through transpiration. GCSE Biology water in leaves/stems or dropping of leaves during dry season etc… Observe the part of the vascular The xylem tissue transmits water. If • Cut the base of a celery stalk Colored dye/food colouring, celery bundle which is responsible for the dye is placed in water and celery stalk • Allow celery stalk to sit in a stalk, beaker, water, scalpel/razor movement of water through a is in the water with the dye, the dye beaker of colored water. blade celery stalk. will travel up the stem in the vascular • Cut a thin slice (T. S.) of the bundles (more specifically xylem stalk. GCSE Biology vessels). • Observe the base of the stalk Longman Biology for CSEC as well as the slice. • Identify the part of the vascular bundle which is responsible for water transport. • Make labelled diagrams Rubric for assessing visual aids showing the coloured areas of (diagrams) the T. S. and L. S. celery stalk. Biology Curriculum 2010, Grades: 10 – 12 118 SCOPE OF WORK GRADE 11 STRAND: PLANT ANATOMY AND PHYSIOLOGY UNIT: TRANSPORT IN PLANTS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Observe what occurs when the If a ring of bark is cut from around a Observe what occurs, over a Tree trunk, tool for cutting Quality (details) of observations bark is ringed / removed from the tree trunk, food substances cannot get period of 3-5 days, when the made stem region of a tree trunk. down the trunk. A bulge will result bark is ringed / removed from Biology for CSEC above the ring due to the accumulation the stem region of a tree trunk Longman Biology for CSEC 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. Suggest the part of the vascular • Orally suggest an explanation Biology for CSEC Plausibility of suggestions and bundle that is responsible for food for the observations. GCSE Biology reasons given transport. • Identify the part of the Longman Biology for CSEC vascular bundle that is responsible for this occurrence. Suggest the destination and use of After food is made by the leaves, Brainstorm in pairs to: Biology for CSEC Plausibility of suggestions and food manufactured in leaves. some of it is transported • Suggest where food (made by GCSE Biology reasons given (translocation) to growing points of photosynthesis) is transported the plant, to the roots and storage to during translocation organs. It is transported for use in • Why this movement is respiration and/or converted to other important. substance (such as proteins, oils and cellulose). Biology Curriculum 2010, Grades: 10 – 12 119 SCOPE OF WORK GRADE 11 STRAND: ANIMAL ANATOMY AND PHYSIOLOGY UNIT: THE HUMAN HEART DURATION: 1 ½ weeks LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Observe the external and internal Heart is made up of cardiac muscle • Observe posters/charts, models, Posters/charts, models, overhead appearance of the human heart. which does not fatigue. Human heart overhead transparencies or transparencies, textbook divided into right and left side by the photographs of the external and septum; upper chambers the atria internal appearance of the human AQA Science Number and quality (details) of receive blood from veins; lower heart. Biology for CSEC observations; clarity of chambers are ventricles which • Describe the external and internal Longman Biology for CSEC description pump blood to arteries; compare appearance of the human heart. Draw and label the external features relative thickness of walls of Draw and label the heart before Pig, sheep, or goat’s heart. Rubric for assessing visual aids of a mammalian heart. chambers; direction of flow dissection diagrams Use a scalpel or other cutting utensil controlled by atrioventricular valves Use a scalpel or other cutting utensil Scalpel, dissecting tray, dissecting Correct and safe use of apparatus to dissect the heart of a mammal. (bicuspid/ mitral and tricuspid to dissect the heart of a mammal pins, and materials Use a magnifying lens to observe the valves) and semi-lunar valves, valve Use a magnifying lens to observe the Magnifying glass; structure of the heart tendons support valves; vena cava structure of the heart Observe the internal structure of a returns deoxygenated blood to right • Observe the structure of a AQA Science mammalian heart. atrium; pulmonary artery transports mammalian heart. GCSE Biology deoxygenated blood to lungs; • Identify the internal structures of Biology for CSEC Correct identification of pulmonary veins, transport the heart Longman Biology for CSEC Structures oxygenate blood from lungs to left Relate the structures of the heart to • Make annotated drawing to show Diagram L. S. heart on worksheet atrium; aorta transports oxygenated their function. the structure and function of the Correct labeling of diagrams blood from left ventricle to body; heart and its associated blood GCSE Biology and accuracy of notes coronary arteries supply heart vessels. Biology for CSEC muscle with oxygen and nutrients. • Explain how the structures are Longman Biology for CSEC Clarity and accuracy (content) in suited to their functions. demonstrating the relationship Construct a model of the human Construct a model of the human Plastic or paper cups, straws, glue, Rubric for assessing models heart. heart scissors, hard card, red and blue markers or modeling clay/paper mâché, tubing, red and blue; model of human heart; Biology for CSEC CXC Human and Social Biology Biology Curriculum 2010, Grades: 10 – 12 120 SCOPE OF WORK GRADE 11 STRAND: ANIMAL ANATOMY AND PHYSIOLOGY UNIT: THE HUMAN HEART LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Show the direction through which Use the model of the heart or a Red and blue Rubric for assessing visual blood flows through the heart PowerPoint Presentation to markers/crayons/pencils presentations demonstrate the direction of blood flow through the heart. AQA Science GCSE Biology Biology for CSEC Longman Biology for CSEC CXC Human and Social Biology Use a stethoscope to investigate Complete contraction and relaxation of • Examine a stethoscope Rubber tubing, glass T-shaped heartbeat heart produces two-tone (lub-dub) • Use the stethoscope to measure tube, filter funnel at end, or Correct and safe use of sound. The first tone heard is due to the heartbeat per minute. stethoscope. stethoscope closing of the tricuspid and bicuspid • Describe (orally) the noises heard CXC Human and Social Biology valves as the ventricles contract. • Relate the operation of structures The closing of the semi-lunar valves is of the heart to the sound produced the second sound followed by a pause. during beats. 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 Design investigations to determine Sudden noises, increased exercise cause • Brainstorm factors that might CXC Human and Social Biology the effects of external factors on an increase in heartbeat. cause a change in heartbeat rate. heartbeat. • Design the investigations. Clarity, details and logic of plan • Include comparison of the base heartbeat rate with each rate caused by an external factor. • Draw bar graphs to compare the heartbeat rates. Biology Curriculum 2010, Grades: 10 – 12 121 SCOPE OF WORK GRADE 11 STRAND: ANIMAL ANATOMY AND PHYSIOLOGY UNIT: THE HUMAN HEART LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Predict the effects of exercise on The pumping of the heart causes Predict the effects of exercise on Clock/stopwatch Plausibility of predictions and pulse rate. surges of blood in arteries. This is pulse rate reasons given detected as the pulse where an artery CXC Human and Social Biology lies above a bone near the surface of the body. The rate of beats per minute is about 72 but varies with age, activity and diseases. 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 • Measure accurately the pulse rate Longman Biology for CSEC Accuracy of measurements, of students to determine average of students CXC Human and Social Biology clarity of recording pulse rate • Calculate the average pulse rate at measurements rest • Calculate the average pulse rate Rubric for assessing processing after exercise data Make inferences/conclusions as Make inferences/conclusions as to Longman Biology for CSEC Clarity and accuracy of to the effect of exercise on pulse the affect of exercise on pulse rate CXC Human and Social Biology conclusion based on results/data rate. Predict how conditions of the Age, weight, lifestyle (regular Predict the effects of age, weight, Clock/stop watch; graph paper; or Plausibility of predictions and body affect average pulse rate exercise, drug abuse) regular exercise and drug abuse on software to generate graphs reasons given pulse rate. Biology Curriculum 2010, Grades: 10 – 12 122 SCOPE OF WORK GRADE 11 STRAND: ANIMAL ANATOMY AND PHYSIOLOGY UNIT: THE HUMAN HEART LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Research the common causes and • Research the common causes and GCSE Biology Rubric for assessing research effects of heart disease. effects of heart disease CXC Human and Social Biology • Create an infomercial to show Internet Rubric for assessing visual common causes and effects of presentations heart disease and any preventative measures. Describe the relationship between Describe the relationship between CXC Human and Social Biology Clarity and accuracy (content) in intake of dietary cholesterol and intake of dietary cholesterol and Human Form & Function demonstrating the relationship fatty deposits on artery walls fatty deposits on artery walls Use sphygmomanometer to Blood pressure is measured in large Students take turns measuring Sphygmomanometer, stethoscope, Accuracy of measurements measure blood pressure arteries and expressed by 2 numbers. arterial blood pressure on a partner table, chairs, alcohol, cotton balls The first number is a measure of and rotate roles. Using digital blood the pressure caused when the pressure reader. CXC Human and Social Biology ventricles contract and blood is (AQA Science GCSE Biology) 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 such as systolic 120, diastolic 80. Techniques in using Sphygmomanometer Record results of class/group Record results of class/group blood CXC Human and Social Biology Clarity of recording blood pressure in a suitable pressure in a suitable manner measurements manner Construct a histogram to show the • Construct a histogram to show the CXC Human and Social Biology Rubric for assessing processing class’ blood pressure data. class’ blood pressure data. data • From the graph determine the average range of pressure Biology Curriculum 2010, Grades: 10 – 12 123 SCOPE OF WORK GRADE 11 STRAND: ANIMAL ANATOMY AND PHYSIOLOGY UNIT: THE HUMAN HEART LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Draw a conclusion on the • Interpret results of the data CXC Human and Social Biology Clarity and accuracy of blood pressure range for the • Draw a suitable conclusion conclusion based on results and class. observations made Research cardiovascular A heart attack is caused by the build-up of Research symptoms, effects, CXC Human and Social Biology Rubric for assessing diseases. fatty substances, cholesterol, calcium and causes, prevention and treatment for: Human Form & Function (investigations) research other substances that make up plaque. Hypertension Internet Plaque can begin to build up within the Atherosclerosis inner linings of the larger arteries of the Coronary heart attack body in childhood, but it takes much longer, Cerebral hemorrhage usually thirty years or more, for the build-up Arteriosclerosis to escalate to dangerous levels. This process of plaque build-up is called atherosclerosis, a process which is quickened by having Produce a model of a blood vessel PVC pipes, clay/ plasticines Rubric for assessing models high blood pressure or cholesterol, diabetes using PVC piping (rubber or hard or especially by smoking Because less plastic tubing) and adding layers of blood is getting through to the heart, plasticine/clay to show fat deposits oxygen, which is carried within the blood cells, also becomes limited. If one or more artery (arteries) becomes completely blocked, a heart attack follows. 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 artery, which temporarily cuts off blood flow from the heart Biology Curriculum 2010, Grades: 10 – 12 124 SCOPE OF WORK GRADE 11 STRAND: ANIMAL ANATOMY AND PHYSIOLOGY UNIT: THE HEART LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Research how artificial Pacemaker- special group of muscle • Research how artificial GCSE Biology pacemakers stimulate heart cells in the right atrium that controls pacemakers stimulate heart contractions heartbeat. Sends electrical messages contractions. Internet that stimulate heart muscle to • Make an oral presentation to Rubric for assessing oral contract. Pacemaker may also describe how pacemakers operate. presentations 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 Biology Curriculum 2010, Grades: 10 – 12 125 SCOPE OF WORK GRADE 11 STRAND: ANIMAL ANATOMY AND PHYSIOLOGY UNIT: THE CIRCULATORY SYSTEM DURATION: 1 week LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Create a life-size model or display Pulmonary circulation – the flow of • Create a life-size model or display Chart paper/ folding display Rubric for assessing visual illustrating the circulation of blood blood from heart to lungs and back to illustrate the pathway of blood boards markers/paint/crayons aids/models through the human body. to heart. Systemic – circulation flow through the body. Include major of blood from the heart to body and vessels to and from the head, GCSE Biology back to heart arms, lungs, alimentary Longman Biology for CSEC Show flow of blood through the canal/small intestines, liver, CXC Human and Social Biology heart and body: superior and inferior kidneys and legs. vena cava-right atrium-right • Draw arrows to show blood ventricle-pulmonary arteries-lungs- travels from heart to the lungs, pulmonary vein-left atrium-left back to the heart, to all other parts ventricle-aorta-body. Carotid artery of the body and back to the heart. to head, subclavian artery to arms; hepatic artery to liver; mesenteric artery to alimentary canal; renal artery to kidney; 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 Label the major blood vessels on the Biology for CSEC Correct labeling model or display. GCSE Biology Longman Biology for CSEC CXC Human and Social Biology Biology Curriculum 2010, Grades: 10 – 12 126 SCOPE OF WORK GRADE 11 STRAND: ANIMAL ANATOMY AND PHYSIOLOGY UNIT: THE CIRCULATORY SYSTEM LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Observe cross sections of Cross sections of arteries, arterioles, capillaries, • Observe cross-sections of Microscope slides T. S. blood vessels. venules and veins show differences in size, arteries, veins and capillaries. capillary, vein, artery, thickness of walls and presence of valves. • Label diagrams of C. S. blood microscopes, diagrams of vessels. T. S. capillary, vein, artery • Compare and contrast the AQA Science Number and accuracy of structure of the three types of GCSE Biology similarities and differences blood vessels. Biology for CSEC Longman Biology for CSEC CXC Human and Social Biology Human Form & Function Explain the difference in the The pulmonary arteries transport deoxygenated Use a simple model to explain the Rubric for assessing oral composition of blood in the blood other arteries transport oxygenated blood. difference in the composition of presentations pulmonary artery compared blood in the pulmonary artery with blood in other arteries. compared with blood in other arteries. Differentiate between veins Arteries - thick muscle and elastin layer, walls thick Construct a table showing the AQA Science Number of valid differences and arteries. to withstand high pressure; small lumen; transport structural and functional GCSE Biology blood to heart (except pulmonary artery); blood differences between arteries and Biology for CSEC pressure high, blood flows rapidly in pulses; carry veins. Longman Biology for CSEC oxygenated blood (except pulmonary artery); no CXC Human and Social valves present Biology 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 walls, low pressure and slow flow, no valves, carry blood from arterioles to venules Biology Curriculum 2010, Grades: 10 – 12 127 SCOPE OF WORK GRADE 11 STRAND: ANIMAL ANATOMY AND PHYSIOLOGY UNIT: BLOOD DURATION: 1 ½ weeks LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Use a microscope to view prepared Plasma – pale yellow liquid • Place a prepared slide of human Microscope, prepared slide of Rubric for assessing the use of slides of blood. containing food (glucose, amino blood smear on the stage of a human blood. materials and equipment acids, vitamins, minerals), excretory microscope. Focus the slide using correctly and safely substances (e.g. urea, carbon low and high power objectives GCSE Biology dioxide), blood proteins (e.g. Longman Biology for CSEC Correct and safe use of apparatus albumen, globulin, fibrinogen) , and materials 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 3 oxyhaemoglobin, 1mm has 5 Observe prepared slide of blood As above • Observe prepared slide of blood smear to identify the components smear to identify the components of blood. of blood • Use photographs of blood cells to Longman Biology for CSEC Correct identification of cells identify the components of blood on the slide. Biology Curriculum 2010, Grades: 10 – 12 128 SCOPE OF WORK GRADE 11 STRAND: ANIMAL ANATOMY AND PHYSIOLOGY UNIT: BLOOD LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Compare blood cells. million rbcs; transport oxygen from Compare leucocytes, lymphocytes, GCSE Biology lungs to tissues erythrocytes Biology for CSEC White blood cells – 2 types, defend • Number per ml Longman Biology for CSEC against disease; larger than rbcs, 1 • Size CXC Human and Social Biology 3 mm has 8000 - 10000 • Place of origin Human Form & Function Phagocytes – irregular shape; lobed • Life span nucleus; pseudopodia can move • Destruction through capillary walls to infection • Shape site; can surround and engulf • Colour bacteria, formed in one marrow ; • Nucleus Lymphocytes – produce antibodies • Cytoplasm that destroy pathogens by causing Construct a table or graphic Rubric for assessing visual aids. them to clump or neutralizing their organizer to show comparisons. toxins, formed in lymph nodes and spleen Describe how the features of each Write a short story describing how GCSE Biology Clarity and accuracy (content) in type of blood cell are adapted for the features of each type of blood Biology for CSEC demonstrating the relationship; their functions. cell are adapted for their functions. Longman Biology for CSEC storyline CXC Human and Social Biology Human Form & Function Relate the composition and state of Plasma – liquid for transportation Use visual aids to explain how the GCSE Biology Rubric for assessing oral/visual blood to its functions. (heat, food, hormones), RBCs – composition of blood is suited to its Biology for CSEC presentations transportation of oxygen, WBCs – functions. Longman Biology for CSEC fight disease causing organisms, CXC Human and Social Biology platelets – blood clotting. Human Form & Function Biology Curriculum 2010, Grades: 10 – 12 129 SCOPE OF WORK GRADE 11 STRAND: ANIMAL ANATOMY AND PHYSIOLOGY UNIT: BLOOD LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Research the significance of blood There are 4 groups known as A, B, • Research the significance of Internet, pamphlets Rubric for assessing research groups in transfusions. AB, and O. These groups are based blood groups in transfusions. on proteins (A and B) called • Prepare a brochure to inform GCSE Biology Rubric for assessing visual aids antigens, that are present on the teenagers of the importance of Biology for CSEC surface of red blood cells and two blood groupings (ABO, Rh) in CXC Human and Social Biology antibodies in plasma Anti-A and transfusions and pregnancies. Human Form & Function Anti B. Transfusion - the injection of blood or blood components to replace blood lost through surgery or injury. Blood must 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 Biology Curriculum 2010, Grades: 10 – 12 130 SCOPE OF WORK GRADE 11 STRAND: ANIMAL ANATOMY AND PHYSIOLOGY UNIT: LYMPHATIC SYSTEM DURATION: 1 week LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Identify the parts of the Lymphatic The lymphatic system consists of After studying a diagram of the GCSE Biology Correct labeling System. lymphoid organs, which are spread lymphatic system, use a blank CXC Human and Social Biology throughout the body. These include diagram of the human body to Human Form & Function the bone marrow, thymus, lymphatic show the location of the various vessels, lymph nodes, spleen, lymph nodes, ducts, and vessels. adenoids, and tonsils. Compare blood plasma, lymph, Blood is a mixture of cells, proteins On a table/ Venn diagram GCSE Biology Number and accuracy of and tissue fluid. and plasma solutes. Tissue fluid is indicate the similarities and CXC Human and Social Biology similarities and differences liquid which has leaked out of the differences between blood, Human Form & Function capillaries into the spaces between the lymph, and tissue fluid. cells. Lymph is the clear, watery fluid passing through lymph vessels. Describe the functions of the The lymphatic system has three main Create concept map or graphic GCSE Biology Clarity and accuracy of diagram lymphatic system. functions: organizer to summarize the CXC Human and Social Biology and description Removal of interstitial fluid from functions of the lymphatic Human Form & Function tissues system. Absorption and transportation of fats and fatty acids Production of immune cells such as lymphocytes. Describe the relationship between Create a song/rap to describe the GCSE Biology Rubric for assessing oral the Lymphatic and Circulatory relationship between the CXC Human and Social Biology presentations Systems. Lymphatic and Circulatory Human Form & Function Systems. Biology Curriculum 2010, Grades: 10 – 12 131 SCOPE OF WORK GRADE 11 STRAND: PLANT ANATOMY AND PHYSIOLOGY UNIT: EXCRETION IN PLANTS DURATION: ½ week LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Formulate a hypothesis as to how Formulate a hypothesis as to Plausibility and clarity of plants excrete waste. how plants excrete waste. hypothesis and reasons Research how plants excrete Plants do not have an excretory • Research how plants excrete Modern Biology for Secondary waste. system but remove their waste in waste Schools various ways including: • Make a visual presentation. AQA Science Rubric for assessing visual Oxygen is a waste product removed Biology for CSEC presentations 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. Biology Curriculum 2010, Grades: 10 – 12 132 SCOPE OF WORK GRADE 11 STRAND: ANIMAL ANATOMY AND PHYSIOLOGY UNIT: EXCRETION DURATION: 3 weeks LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Match the excretory organs of the Excretion is the removal of Use graphic organizer or cue cards GCSE Biology Rubric for assessing visual aids human body to their metabolic metabolic waste from the body. The to match excretory organs and Biology for CSEC (graphic organizer) waste. main excretory organs and their their waste. Longman Biology for CSEC metabolic waste include the CXC Human and Social Biology 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 • Observe a poster or model of the Model, poster or transparency Rubric for assessing visual aids urinary system of Man are a pair of reddish-brown, bean- urinary system. showing labelled parts of the shaped organs called the kidneys. • Make a diagram of the urinary urinary system. The kidneys are a part of the system. urinary system, which also includes • Label the parts of the system. AQA Science the ureters (transports urine to the • State (beside the label) the GCSE Biology bladder), urethra (expels urine function of each. Biology for CSEC outside of the body), urinary Longman Biology for CSEC bladder (stores urine before CXC Human and Social Biology expulsion) Human Form & Function Make inferences about the Artery (brings oxygenated blood • Observe a comparative table Comparative table Clarity and accuracy of inferences functions of the kidney based on concentrated with metabolic waste showing composition of blood in Human Form & Function based on observations made the composition of blood in the to the kidney), and renal vein the renal artery and vein. renal artery and renal vein. (transports deoxygenated blood that • Make inferences about the is less concentrated with metabolic functions of the kidneys. waste from the kidneys to the heart). Biology Curriculum 2010, Grades: 10 – 12 133 SCOPE OF WORK GRADE 11 STRAND: ANIMAL ANATOMY AND PHYSIOLOGY UNIT: EXCRETION LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Use a scalpel or other cutting Each kidney is a red-brown oval structure with an Dissect a kidney using the Sheep, chicken or pig’s kidney, Rubric for assessing correct and utensil to dissect a kidney. indentation on its innermost surface. apparatus provided. dissecting board, scalpel or other safe handling of apparatus and cutting utensil materials Use a hand lens and/or The kidney tissue is made up of many capillaries Observe/examine the Hand lens, microscope, prepared Rubric for assessing correct and microscope to observe the and tiny tubules held together by connective internal structure of a slides safe handling of apparatus and internal structure of a tissue. There is a darker outer region called the dissected kidney. materials dissected kidney. cortex and a lighter inner region called the Create an annotated line medulla. The pelvis is the space where the ureter • Draw the internal Microscope, prepared slides, Rubric for assessing visual aids drawing showing the leaves the kidney. Cones or pyramids of kidney structure of a dissected paper, pencil, colored pencils internal features of a tissue project into this space. kidney Biology for CSEC dissected kidney. • Make annotated labels. GCSE Biology Longman Biology for CSEC CXC Human and Social Biology Construct a model The nephrons are the filtering units of the Construct a model to Visking tube/plastic bags, beakers, Rubric for assessing models representing a nephron to kidney. Their main function is to regulate the represent a nephron and measuring cylinder, dropper, demonstrate ultrafiltration. concentration of water, glucose, urea and solutes illustrate ultrafiltration. stirring rod, string, stopwatch, in the body by filtering the blood, reabsorbing water, potassium permanganate, what is needed, and excreting the rest as urine. yellow food coloring Longman Biology for CSEC GCSE Biology Longman Biology for CSEC CXC Human and Social Biology Human Form & Function Use model of a nephron to The renal artery brings oxygenated blood containing Use the model of the GCSE Biology Rubric for assessing oral explain its role in excretory products to the kidney. This blood is high nephron to make an oral Biology for CSEC presentations osmoregulation. in oxygen, water, urea and other nitrogenous presentation on the role of CXC Human and Social Biology compounds, mineral salts, sugar and plasma solutes, the nephrons in but low in carbon dioxide. The renal vein drains osmoregulation. filtered, deoxygenated blood from the kidney. It contains less oxygen, glucose, nitrogenous wastes, salts and water, but more carbon dioxide. Biology Curriculum 2010, Grades: 10 – 12 134 SCOPE OF WORK GRADE 11 STRAND: ANIMAL ANATOMY AND PHYSIOLOGY UNIT: EXCRETION LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Make an annotated diagram of the The nephron begins in the cortex as • Observe a diagram of a nephron. GCSE Biology nephron. the Bowman’s capsule (encloses a • Make an annotated diagram of Biology for CSEC Rubric for assessing visual aids knot of the capillaries called the the nephron. Longman Biology for CSEC glomerulus and receives filtrate). • Develop a mnemonic device to CXC Human and Social Biology Correct information and format of One end of the capsule is drawn out include the parts and their Human Form & Function a mnemonic device as a long, tubular structure called functions. 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. Describe how the principle of the Similarities in structure and • Observe diagrams of a nephron Human Form and Function Number of similarities correctly nephron is used in dialysis. function and dialysis machine/outfit identified; clarity in organization • Describe how the principle of the AQA Science of points nephron is used in dialysis. GCSE Biology Biology for CSEC Longman Biology for CSEC CXC Human and Social Biology Biology Curriculum 2010, Grades: 10 – 12 135 SCOPE OF WORK GRADE 11 STRAND: ANIMAL ANATOMY AND PHYSIOLOGY UNIT: EXCRETION LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Compare and contrast excretion in Plants are able to reuse excretory Construct a Venn diagram to AQA Science Number and accuracy of plants and humans. products oxygen (photosynthesis) Compare and contrast excretion in similarities and differences and carbon dioxide (respiration) plants and humans. and store some waste. The waste products in humans are harmful and are therefore eliminated. Formulate a hypothesis on the When it is very hot, there is an Formulate a hypothesis on the GCSE Biology Plausibility of hypothesis and effect of named factors on the increase in perspiration, have effect of diarrhea, eating salty Biology for CSEC reasons given volume and composition of urine. chronic diarrhea or vomiting, or eat foods, and drinking large volumes Longman Biology for CSEC salty foods, the body loses lots of of water on urine output. CXC Human and Social Biology water and salts. As a result, your Human Form & Function 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. Biology Curriculum 2010, Grades: 10 – 12 136 SCOPE OF WORK GRADE 11 STRAND: ANIMAL ANATOMY AND PHYSIOLOGY UNIT: EXCRETION LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Design an investigation to When the pancreas fails to produce • Identify the apparatus and “Urine” samples/different determine whether a sample of sufficient insulin or does not use the materials including the reagent to concentrations of sugar solutions urine is from a diabetic or non- insulin produced efficiently or be used (Benedict’s). (with yellow food colouring), Rubric for assessing investigations diabetic. properly, a condition known as • Outline the method to be used. Benedict’s reagent, beakers, test diabetes mellitus develops. In • Describe the expected tubes, stirring rods, Bunsen burner, persons suffering from diabetes observations for the sample if it lighter, dropper, tripod, wire mellitus, the amount of glucose in were from a diabetic or non- gauze, heat- proof mat the blood rises so high that the diabetic. kidneys begin to excrete glucose • Explain the expected color CXC Human and Social Biology into the urine. The presence of this changes. Human Form & Function glucose can be tested for by using Not to be conducted Benedict’s reagent. A yellow, green, or brick-red, orange color indicates a positive result. Research dietary practices Diet choices affect health. Persons • Research dietary practices Internet, multimedia equipment necessary for maintaining healthy at risk for kidney disease should necessary for maintaining (optional) kidneys. consume complex carbohydrates, healthy kidneys. less proteins, limit the intake of • Practice wise dietary choices CXC Human and Social Biology salts, and monitor fluid intake. necessary for maintaining Human Form & Function When kidney fails due to lack of healthy kidneys. diet or other reasons they would • Identify the consequences which need to undergo dialysis and or a result from not following those transplant performed. choices. • Make an oral presentation. Rubric to assessing oral presentations Biology Curriculum 2010, Grades: 10 – 12 137 SCOPE OF WORK GRADE 11 STRAND: ANIMAL ANATOMY AND PHYSIOLOGY UNIT: HOMEOSTASIS DURATION: 3 weeks LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Predict the meaning of Homeostasis is the maintenance of Based on the suffix and prefix of Internet Plausibility of predictions and homeostasis. a constant internal environment, the word, predict the meaning of reasons given despite changes in the external homeostasis. AQA Science environment. It allows cells to GCSE Biology work efficiently. Longman Biology for CSEC Human Form & Function Explain how the kidneys and If the blood passing through the Draw a flow chart or concept map GCSE Biology Rubric for assessing visual aids hypothalamus control the water brain is too concentrated, the to explain how the kidneys and Biology for CSEC content of the blood. hypothalamus stimulates the hypothalamus control the Longman Biology for CSEC pituitary gland to secrete anti- concentration of water in the CXC Human and Social Biology diuretic hormone (ADH) into the blood. Human Form & Function 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. Feedback. Biology Curriculum 2010, Grades: 10 – 12 138 SCOPE OF WORK GRADE 11 STRAND: ANIMAL ANATOMY AND PHYSIOLOGY UNIT: HOMEOSTASIS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Make a diagram or model of a • Make a diagram or model of a Biology for CSEC Rubric for assessing models nephron to show its role in osmo- nephron GCSE Biology regulation. • Use the model/diagram of a Longman Biology for CSEC nephron to describe/demonstrate CXC Human and Social Biology its role in osmoregulation. Human Form & Function Make predictions about the effect Predict how the secretion of too Biology for CSEC Plausibility of predictions and of insufficient/excess ADH on much and too little ADH affects GCSE Biology reasons given urine production. the volume and concentration of Longman Biology for CSEC urine produced by the kidneys. CXC Human and Social Biology Make a correlation between ADH Correct explanation of the concentration and urine correlation between ADH production. concentration and urine production Create a flow diagram to explain When the glucose concentration in Draw a flow chart or concept map Pencil, ruler Rubric for assessing visual aids how the liver and pancreas the blood is too high, the pancreas to explain how the liver and the control the sugar content of the secretes the hormone insulin. This pancreas control the amount of Biology for CSEC blood. causes the liver to convert glucose glucose in the blood. Longman Biology for CSEC into glycogen, lowering blood CXC Human and Social Biology 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. Recognize and describe the Foods rich in starch and sugar cause • List foods eaten for breakfast, CXC Human and Social Biology Clarity and accuracy (content) in relationship between diet and an elevation in blood glucose lunch, and dinner for one week. Human Form & Function demonstrating the relationship blood glucose levels. levels. • Record the calories per serving of the foods. Biology Curriculum 2010, Grades: 10 – 12 139 SCOPE OF WORK GRADE 11 STRAND: ANIMAL ANATOMY AND PHYSIOLOGY UNIT: HOMEOSTASIS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Make predictions about the effect Predict how the secretion of too Biology for CSEC Plausibility of predictions and of insufficient or excess insulin much and too little insulin will affect CXC Human and Social reasons given secretion on blood-glucose blood glucose levels. Biology concentration. Human Form & Function Describe the role of the skin in Shivering, vaso-constriction, “goose • Describe the mechanisms to Containers with a large homeostasis. pimples” and reduction in sweating reduce heat loss from the skin. surface: volume ratio, aid in conserving heat. Vaso-dilation, • Describe the mechanisms to containers with a small sweating aids in release of heat and increase heat loss from the skin. surface: volume ratio cooling the body. • Explain the role of vasopressin in GCSE Biology X-ref Surface: volume ration. temperature control. CXC Human and Social Rubric for assessing visual (X-ref. Homeostasis – temperature • Use visual aids/demonstrations to Biology aids/models control) show why the surface area of the skin makes it important in temperature regulation. 141 Biology Curriculum 2010, Grades: 10 – 12 140 SCOPE OF WORK GRADE 11 STRAND: ANIMAL ANATOMY AND PHYSIOLOGY UNIT: HOMEOSTASIS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Create a flow diagram to explain When it is too cold, erector muscles Develop a cartoon or another visual Pencil, ruler, Rubric for assessing visual aids the role of the skin in controlling contract, pulling the hairs up to trap an to explain the role of the skin in body temperature. insulating layer of air. This causes the controlling body temperature. AQA Science characteristic “goose-pimples”. GCSE Biology Arterioles just below the surface of the Biology for CSEC skin constrict and constrict so that less Longman Biology for CSEC 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. Biology Curriculum 2010, Grades: 10 – 12 141 142 SCOPE OF WORK GRADE 11 STRAND: ANIMAL ANATOMY AND PHYSIOLOGY UNIT: HOMEOSTASIS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Formulate a hypothesis on Endotherms are animals (birds and • Review methods of heat loss AQA Science Plausibility of predictions and whether insulation affects the rate mammals) that keep their body • Brainstorm the forms of Biology for CSEC reasons given at which organisms lose heat. temperature constant despite insulation in common animals. changes in the external temperature. • Formulate a hypothesis on They make heat inside their body whether insulation affects the and keep it there. Animals with lots rate at which an organism loses of hair or fur contract their erector heat. 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 Design an experiment to determine Thermometer, cotton wool, conical Clarity, details and logic of plan determine the effect of insulation the effect of insulation on heat flasks, beaker, water, on heat loss. loss. kettle/Bunsen burner, tripod, lighter, wire gauze, elastic bands Biology Curriculum 2010, Grades: 10 – 12 142 143 SCOPE OF WORK GRADE 11 STRAND: ANIMAL ANATOMY AND PHYSIOLOGY UNIT: HOMEOSTASIS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Conduct, and evaluate an Conduct, and evaluate an Longman Biology for CSEC Rubric for assessing experimental experiment to determine the effect experiment to determine the effect investigations of insulation on heat loss. of insulation on heat loss. Use a thermometer to accurately • Identify variables Thermometer, cotton wool, flasks, Accuracy of measurements, clarity measure temperature of water in • Control variables beaker, water, kettle/Bunsen of recording measurements insulated and non-insulated flasks • Measure the temperature of burner, tripod, lighter, wire gauze, to 0.5° C. water in a flask covered with elastic bands cotton wool and one left exposed or uncovered. To investigate the effect of Materials, such as cotton wool, trap Collect two conical flasks of the • Correct and safe use of insulators on heat loss. air. Since air is a poor conductor of same size. Secure cotton wool apparatus and materials heat, this acts as insulation and helps around one of the flasks. Measure • Accuracy of measurements, to retain heat. The less insulation, and record the temperature of the clarity of recording the more and faster heat is lost. water in both flasks every minute measurements for 20 minutes. Calculate the total • Clarity and accuracy of drop in each flask. Make valid conclusion based on results and conclusions. Write an observations made experimental report. Compare temperature change of • Draw a table to compare Graph paper, ruler • Clarity of recording an insulated and a non-insulated decrease in temperature in both measurements recording data. flask. flasks. • Rubric for assessing processing • Draw line graphs to compare data (graphs) change in temperature from an insulated and non-insulated flask Biology Curriculum 2010, Grades: 10 – 12 143 144 SCOPE OF WORK GRADE 11 STRAND: ANIMAL ANATOMY AND PHYSIOLOGY UNIT: HOMEOSTASIS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Relate the results from the See aforementioned content Relate the results of the Thermometer, cotton wool, conical Clarity and accuracy (content) in investigation on the effects of experiment to mammals with flasks, beaker, water, demonstrating the relationship insulation on heat loss to the varying amounts of hair or fur kettle/Bunsen burner, tripod, ability of one’s skin to maintain (humans, cats) and animals with lighter, wire gauze, elastic bands body temperature. no insulation (lizards) maintain body temperature. AQA Science Biology for CSEC Human Form & Function Design an experiment to • Include apparatus, materials Rubric for assessing experimental investigate the effect of body size • Record the methodology. investigations (plan) on heat loss. Design, conduct and evaluate an Conduct and evaluate an Conical flasks/beakers/cans of Rubric to assessing experimental experiment to investigate the experiment to investigate the different sizes, measuring cylinder, investigations (plan) effect of body size on heat loss. effect of body size on heat loss. Bunsen burner, lighter, heat proof mat, tripod, wire gauze, stop clock, water Relate the results from the See aforementioned content Relate the results of the Conical flasks/beakers/cans of Clarity and accuracy (content) in investigation on the effects of experiment to large and small different sizes, measuring cylinder, demonstrating the relationship body size on heat loss to the animals and their ability to Bunsen burner, lighter, heat proof ability of large and small animals conserve heat. mat, tripod, wire gauze, stop clock, to conserve heat. water Suggest reasons to support “body Very small animals have a large Orally suggest reasons to support Plausibility of suggestions and size affects the rate at which an surface area to volume ratio and thus body size affects the rate at which reasons given organism loses heat.” 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. Biology Curriculum 2010, Grades: 10 – 12 144 145 SCOPE OF WORK GRADE 12 STRAND: ENVIRONMENTAL BIOLOGY UNIT: HUMAN IMPACT ON THE ENVIRONMENT DURATION: 1 week LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Justify the importance of Resilience of ecosystem to natural • Research benefits of broad bio- biodiversity. hardships, variation, economic diversity. benefits – medicinal, ornamental, • Make an oral presentation Rubric for assessing oral industrial products justifying the need to maintain presentations biodiversity. Investigate how human activities Impact of human activities due • Investigate how human Bahamas Reef Environment Rubric for assessing can influence and modify the population growth increased demand activities can influence and Education Foundation (BREEF) investigations biodiversity in natural systems. for food and consumer goods; ability modify systems - impact of www.breef.org; Abaco Friends of to use technology to change natural over-fishing; impact of coastal the Environment, systems. Human activities have led to: development including resorts, www.friendsoftheenvironment.org; consumption of resources (water, marinas and golf courses; The Nature Conservancy fossil fuels); production of a waste impact of urbanization; impact http://www.nature.org/wherewework (landfills, greenhouse gases, of solid waste/sewage disposal; /caribbean/bahamas/ pollution); modification of impact of oil and gas Bahamas National Trust environment through agriculture, exploration; impact of www.bnt.bs industrialization, and housing – deforestation; impact of modern The Bahamas Environment Science deforestation, erosion, eutrophication, agricultural practices; impact of and Technology Commission over-fishing, increased fires; invasive species. (BEST) www.best.bs introduction of new species; to • Write a case study outlining Sandwatch www.sandwatch.org Number, accuracy, relevancy decrease in biodiversity; destruction of how humans have altered a and sequencing of points habitat; climate change, over- specific ecosystem and/or create harvesting an action plan or propose a course of action to maintain or increase the sustainability of local ecosystems. Biology Curriculum 2010, Grades: 10 – 12 145 146 SCOPE OF WORK GRADE 12 STRAND: ENVIRONMENTAL BIOLOGY UNIT: HUMAN IMPACT ON THE ENVIRONMENT LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Predict the effects of decreasing Define biodiversity as the variety of life: • Research the importance of http://www.best.bs/Documents/Ba Rubric for assessing research biodiversity in local ecosystems, the different plants, animals and micro- biodiversity to the stability hamas_NBSAP.pdf after researching its importance to organisms, their genes and the and resiliency of local The Bahamas Environment the stability and resiliency of ecosystems of which they are a part; ecosystems. Science and Technology ecosystems. benefits of biodiversity include • Make predictions on the Commission (BEST) www.best.bs Plausibility of predictions and biological resources, ecosystem services effects of decreasing reasons given and social benefits. Biological biodiversity in ecosystems. 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; 3 cultural values 3 http://www.biodiversity.ru/coastlearn/bio-eng/benefits.html Biology Curriculum 2010, Grades: 10 – 12 146 147 SCOPE OF WORK GRADE 12 STRAND: ENVIRONMENTAL BIOLOGY UNIT: HUMAN IMPACT ON THE ENVIRONMENT LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Suggest ways to minimize the Measures for preventing or reducing • Identify local areas that are GCSE Biology impact of human activities on the the effects of impact of human negatively impacted by Biology for CSEC environment. activities on Bahamian and Terrestrial human activities. ecosystems: • Brainstorm means of Physical restructuring of the shoreline minimizing these impacts. - dredge and fill development; • Use drama, music, art and/or Rubric for assessing oral Destructive use and vegetation loss - technology tools to presentations sand mining, dump sites; Land cover demonstrate ways to minimize change and vegetation replacement - the impact of human activities houses and resorts; Introduction of on the environment. exotic species - Casuarina and Scaevola. Read a published report on the Biodiversity; threats to ecosystems; • Read a published report on the Bahamas Reef Environment Accuracy of main points, state of marine ecosystems in the endangered species; laws; state of marine ecosystems in Education Foundation (BREEF) paraphrasing, cohesiveness, Bahamas and write an article conservation management; the Bahamas www.breef.org; Abaco Friends of summarizing summarizing its findings. • Write an article summarizing the Environment, the findings of the article. 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 Biology Curriculum 2010, Grades: 10 – 12 147 148 SCOPE OF WORK GRADE 12 STRAND: ENVIRONMENTAL BIOLOGY UNIT: NATIONAL PARKS AND PROTECTED AREAS DURATION: 1 week LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Estimate the size of a bead Methods used to estimate fish • Perform activity to simulate Internet; beads of varying colours Rubric for assessing investigations (representing fish) population. populations e.g. tagging. the technique and process of or marbles, large jars or beakers or mark and release to estimate a paper bags fish population Rubric for assessing processing • Estimate the population size data of one type of “fish”. Explain the role and importance of Methods are used to track changes in • Find out common methods of methods of measuring populations population, migration, effects of measuring populations. of organisms. environmental factors, effects of man • Identify which methods are used locally. • Use drama or a visual Rubric for assessing oral/visual presentation to explain the presentations role and importance of methods of measuring populations of organisms. Distinguish between a national Distinguish between a national Bahamas National Trust website Difference clearly stated park and a protected area. park and a protected area. www.bnt.bs Copies of map of The Bahamas. Explain the functions of National Provides a sanctuary for endangered • List the functions of national Bahamas National Trust website • Number of parks correctly Parks. species to survive, provides safety for parks. www.bnt.bs identified reproduction, preserves bio-diversity. • Explain how the national Copies of map of The Bahamas. • Number, accuracy, relevancy parks perform their functions. and sequencing of points Identify terrestrial national parks There are 25 National Parks both marine On a map of The Bahamas, Bahamas National Trust website Number of national parks correctly and marine reserves in The and terrestrial. New ones are being identify terrestrial national parks www.bnt.bs located and named Bahamas. added. Abaco, Andros, Conception and marine reserves Copies of map of The Bahamas. Island, Exuma, Inagua, Grand Bahama, New Providence, Walkers Cay Biology Curriculum 2010, Grades: 10 – 12 148 149 SCOPE OF WORK GRADE 12 STRAND: ENVIRONMENTAL BIOLOGY UNIT: NATIONAL PARKS AND PROTECTED AREAS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Critically assess the value Replenishment, value of marine protected areas • Read newspaper articles GEO Bahamas 2005 – Global of national parks and to fishery resources, 25 National Parks; role of and/or internet articles or Environmental Outlook protected areas in The Bahamas National Trust attend town meetings called www.best.bs Bahamas. by non-governmental and More than 700,000 Acres protected; marine and governmental environmental Bahamas National Trust terrestrial sites; New areas being developed protection agencies. www.bnt.bs Marine protected areas (MPA) may be • Compare the benefits of • Number and accuracy of points established for several reasons including MPAs with the perceived classified as benefits or threats protecting species, ecosystems, biodiversity, threats to local fishing. vulnerable & rare habitats, breeding & nursery • Prepare a letter to your • Number, accuracy, relevancy grounds, historical & cultural sites; In The representative (parliament or and sequencing of points Bahamas the MPAs are the marine reserves or local government) supporting marine parks; maintain and restore or opposing the nearest biodiversity and protect marine habitats; 4 proposed park in your area, established marine parks; benefit fisheries justify your position through spillover - movement of adult fish outside MPA into adjacent fisheries areas; • List the objectives of the larval export, target species, protected within a national parks. reserve serve as breeding stocks, are dispersed • Conduct research (Internet or outside of the reserve and mature in other interviews) to determine the fisheries areas. First MPA in 1958, the Exuma effectiveness of three parks in Land and Sea Park; marine area became a no- meeting their objectives. take marine reserve in 1986; evidence has • Identify the threats to the shown that invertebrates and fish are larger and national parks achieving their more abundant, increasing the population objectives. available for the local fishing industry. MPAs • Participate in a debate on • Rubric for assessing oral presentations provide place for education about marine whether national parks and ecosystems and conservation; serve as an protected areas are effectively ecotourism and recreational dive site. achieving the set objectives. Biology Curriculum 2010, Grades: 10 – 12 149 150 SCOPE OF WORK GRADE 12 STRAND: ENVIRONMENTAL BIOLOGY UNIT: HUMAN IMPACT ON THE GROUPER DURATION: 2 weeks LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Use data to form a conclusion on • Collect data on juvenile and Treasures of the Sea; BREEF the capture of juvenile, berried and adult grouper in habitat and adult groupers. nurseries; Department of Marine Resources • Display information in an interesting manner. • Review collected data and Number and accuracy of compare recent data with similarities and differences older records. • Use data to form a conclusion Clarity and accuracy of conclusion on the harvesting of groupers. based on results and observations Analyze the trends of catches of Fisheries management necessary in • Construct graphs to show the Statistics - Department of Fisheries Rubric for assessing processing commercially important grouper in order to maintain yields (catches) from catches of commercially data (graphs) The Bahamas over the last 3 that particular fishing ground Review important fisheries resources decades. the range of regulations that exist for in The Bahamas over the last commercially important species in the 3 decades. Bahamas including licenses, closed • Analyze the trends. season, closed areas, gear restriction, • Suggest the implications of Plausibility of suggestions and catch restriction, effort restriction and these trends for fisheries validity of reasons given size limits. Define sustainability of management. fisheries resources as harvesting in such a way that ensures long term access to these resources by local communities. Biology Curriculum 2010, Grades: 10 – 12 150 151 SCOPE OF WORK GRADE 12 STRAND: ENVIRONMENTAL BIOLOGY UNIT: HUMAN IMPACT ON THE GROUPER LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Identify the major challenges “That sustainability of fisheries • Interview local fishermen www. for a living planet Rubric for conducting faced by the local grouper resources is harvesting in such a way and/or hold panel discussion www. david survey/investigations fishermen and vendors. that ensures long term access to these with local fishermen and suzukisuzuki.org/oceans/fishing resources by local communities. fisheries officer. Department of Fisheries Personnel The methods used to ensure • Prepare a “did you know?” Local Fishermen Rubric for assessing visual aids sustainable utilization of fisheries infomercial or flyer to make resources such as licensing, gear the public aware of the restrictions, closed areas and seasons challenges faced by local aim at controlling use without fishermen in catching damaging the resource. groupers. Those fishers should abide by the 4 regulations set by the authorities.” That there are many challenges, including natural and human influenced, facing fishermen and fishing communities including poaching, overfishing, habitat degradation, marketing, global economy Identify threats to the local Over-fishing by local fishermen, • Class discussion BREEF grouper population. poachers, catching grouper during • Identify threats to the local BNT Valid threats identified breeding season and as juveniles. grouper population. Ministry of Environment Suggests measures for Suggests measures for BREEF Plausibility of suggestions and conservation of the local grouper conservation of the local grouper BNT reasons given populations. populations. Ministry of Environment 4 Introduction to Small Scale Fisheries Manual – Commonwealth of Learning Biology Curriculum 2010, Grades: 10 – 12 151 152 SCOPE OF WORK GRADE 12 STRAND: ENVIRONMENTAL BIOLOGY UNIT: HUMAN IMPACT ON THE LOBSTER LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Use data to form a conclusion on • Collect data on juvenile and Treasures of the Sea; BREEF the capture of juvenile and adult adult lobsters in their habitat; Department of Marine Resources. lobster. • Display information in an interesting manner. • Review collected data and • Rubric for assessing processing compare recent data with data older records. • Use data to form a conclusion • Clarity and accuracy of on the capture of juvenile and conclusion based on results and adult lobsters. observations made Analyze the trends of catches of Fisheries management may be • Construct graphs to show the Statistics - Department of Fisheries • Rubric for assessing processing commercially important lobster in necessary in order to maintain yields catches of commercially data (graphs) The Bahamas over the last three (catches) from that particular fishing important fisheries resources decades. ground. Review the range of in The Bahamas over the last regulations that exist for commercially three decades. important species in the Bahamas • Analyze the trends. including licenses, closed season, • Suggest the implications of • Plausibility of suggestions and closed areas, gear restriction, catch these trends for fisheries reasons given restriction, effort restriction and size management. limits. Define sustainability of fisheries resources as harvesting in such a way that ensures long term access to these resources by local communities. Biology Curriculum 2010, Grades: 10 – 12 152 153 SCOPE OF WORK GRADE 12 STRAND: ENVIRONMENTAL BIOLOGY UNIT: HUMAN IMPACT ON THE LOBSTER LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Identify the major challenges “That sustainability of fisheries • Interview local fishermen wwf. for a living planet • Rubric for assessing conducting faced by the local lobster resources is harvesting in such a way and/or hold panel discussion www. david investigations (survey) fishermen and vendors. that ensures long term access to these with local fishermen and suzukisuzuki.org/oceans/fishing resources by local communities. fisheries officer. Department of Fisheries Personnel The methods used to ensure • Prepare a “did you know?” Local Fishermen • Rubric for assessing visual aids sustainable utilization of fisheries infomercial or flyer to make resources such as licensing, gear the public aware of the restrictions, closed areas and seasons challenges faced by local aim at controlling use without fishermen in catching lobsters. damaging the resource. Those fishers should abide by the 5 regulations set by the authorities.” That there are many challenges, including natural and human influenced, facing fishermen and fishing communities including poaching, overfishing, habitat degradation, marketing, global economy Identify threats to the local lobster Over-fishing by local fishermen, • Class discussion BREEF population. poachers, catching lobster during • Identify threats to the local BNT Number of valid threats identified breeding season and as juveniles. lobster population. Ministry of Environment Suggest measures for conservation Suggest measures for BREEF Plausibility of suggestions and of the local lobster populations. conservation of the local lobster BNT reasons given populations. Ministry of Environment 5 Introduction to Small Scale Fisheries Manual – Commonwealth of Learning Biology Curriculum 2010, Grades: 10 – 12 153 154 SCOPE OF WORK GRADE 12 STRAND: ENVIRONMENTAL BIOLOGY UNIT: HUMAN IMPACT ON THE CONCH LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Use data to form a conclusion on Conch middens give an indication of • Collect data on juvenile and Treasures of the Sea; BREEF the capture of juvenile and adult the state of the conch fisheries over adult conchs in old and new publications conchs. the years and the extent to which middens. Dept. of Marine Resources juvenile conch are being fished in a • Display information in an particular area at a particular time. interesting manner. • Review collected data and • Rubric for processing data compare recent data with older records. • Use data to form a conclusion • Clarity and accuracy of on the capture of juvenile and conclusion based on results and adult conchs. observations made Analyze the trends of catches of Fisheries management necessary in • Construct graphs to show the Statistics - Department of Fisheries • Rubric for assessing processing commercially important Conch in order to maintain yields (catches) from catches of commercially data (graphs) The Bahamas over the last three that particular fishing ground. Review important fisheries resources decades. the range of regulations that exist for in The Bahamas over the last commercially important species in the three decades. Bahamas including licenses, closed • Analyze the trends. season, closed areas, gear restriction, • Suggest the implications of • Plausibility of suggestions and catch restriction, effort restriction and these trends for fisheries reasons given size limits. Define sustainability of management. fisheries resources as harvesting in such a way that ensures long term access to these resources by local communities. Biology Curriculum 2010, Grades: 10 – 12 154 155 SCOPE OF WORK GRADE 12 STRAND: ENVIRONMENTAL BIOLOGY UNIT: HUMAN IMPACT ON THE CONCH LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Identify the major challenges “That sustainability of fisheries • Interview local fishermen www. for a living planet • Rubric for conducting faced by the local conch fishermen resources is harvesting in such a way and/or hold panel discussion www. david investigations (survey) and vendors. that ensures long term access to these with local fishermen and suzukisuzuki.org/oceans/fishing resources by local communities. fisheries officer. Department of Fisheries Personnel The methods used to ensure • Prepare a “did you know?” Local Fishermen • Rubric for assessing visual aids sustainable utilization of fisheries infomercial or flyer to make resources such as licensing, gear the public aware of the restrictions, closed areas and seasons challenges faced by local aim at controlling use without fishermen. damaging the resource. Those fishers should abide by the 6 regulations set by the authorities.” That there are many challenges, including natural and human influenced, facing fishermen and fishing communities including poaching, overfishing, habitat degradation, marketing, global economy Identify threats to the local conch Over-fishing by local fishermen, • Class discussion BNT – Publications population. poachers, catching conch during • Identify threats to the local Ministry of Environment Number and validity of threats breeding season and as juveniles. conch population. identified Suggests measures for Suggests measures for Plausibility of suggestions and conservation of the local conch conservation of the local conch reasons given populations. populations. 6 Introduction to Small Scale Fisheries Manual – Commonwealth of Learning Biology Curriculum 2010, Grades: 10 – 12 155 156 SCOPE OF WORK GRADE 12 STRAND: ENVIRONMENTAL BIOLOGY UNIT: HUMAN IMPACT ON BONEFISH LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Use data to form a conclusion on • Collect data on juvenile and Treasures of the Sea; BREEF the capture of juvenile and adult adult bonefish in their habitat; bonefish. • Display information in an interesting manner. • Review collected data and • Rubric for assessing processing compare recent data with data older records. • Use data to form a conclusion on the capture of juvenile and • Clarity and accuracy of adult bonefish. conclusion based on results and observations made Analyze the trends of catches of Fisheries management may be • Construct graphs to show the Statistics - Department of Fisheries • Rubric for assessing processing commercially important bonefish necessary in order to maintain yields catches of commercially data (graphs) in The Bahamas over the last three (catches) from that particular fishing important fisheries resources decades. grounds. Review the range of in The Bahamas over the last regulations that exist for commercially three decades. important species in the Bahamas • Analyze the trends. including licenses, closed season, • Suggest the implications of • Plausibility of suggestions and closed areas, gear restriction, catch these trends for fisheries reasons given restriction, effort restriction and size management. limits. Define sustainability of fisheries resources as harvesting in such a way that ensures long term access to these resources by local communities. Biology Curriculum 2010, Grades: 10 – 12 156 157 SCOPE OF WORK GRADE 12 STRAND: ENVIRONMENTAL BIOLOGY UNIT: HUMAN IMPACT ON BONEFISH LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Identify the major challenges “That sustainability of fisheries • Interview local fishermen www. for a living planet • Rubric for assessing conducting faced by the local bonefishermen resources is harvesting in such a way and/or hold panel discussion www. david survey/investigations and vendors. that ensures long term access to these with local fishermen and suzukisuzuki.org/oceans/fishing resources by local communities. fisheries officer. Department of Fisheries Personnel The methods used to ensure • Prepare a “did you know?” Local Fishermen • Rubric for assessing visual aids sustainable utilization of fisheries infomercial or flyer to make resources such as licensing, gear the public aware of the restrictions, closed areas and seasons challenges faced by local aim at controlling use without fishermen. damaging the resource. Those fishers should abide by the 7 regulations set by the authorities.” That there are many challenges, including natural and human influenced, facing fishermen and fishing communities including poaching, overfishing, habitat degradation, marketing, global economy Identify threats to the local Over-fishing by local fishermen, • Class discussion Ministry of Environment bonefish population. poachers, catching bonefish during • Identify threats to the local publications Number and validity of threats breeding season and as juveniles. bonefish population. identified Suggests measures for Suggests measures for Ministry of Environment Plausibility of suggestions and conservation of the local bonefish conservation of the local publications reasons given populations. bonefish populations. 7 Introduction to Small Scale Fisheries Manual – Commonwealth of Learning Biology Curriculum 2010, Grades: 10 – 12 157 158 SCOPE OF WORK GRADE 12 STRAND: ENVIRONMENTAL BIOLOGY UNIT: HUMAN IMPACT ON THE LAND CRAB LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Identify threats to the local crab Over-fishing by local fishermen, • Class discussion population. poachers, catching land crab during • Identify threats to the local Number and validity of threats breeding season and as juveniles. crab population. identified Suggests measures for Suggests measures for Plausibility of suggestions and conservation of the local crab conservation of the local crab reasons given populations. populations. Biology Curriculum 2010, Grades: 10 – 12 158 159 SCOPE OF WORK GRADE 12 STRAND: CELL BIOLOGY UNIT: NUCLEIC ACIDS DURATION: 1 week LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Formulate a hypothesis about The structure of DNA – the sequence Formulate a hypothesis about what Plausibility of hypothesis and what makes a person unique. of bases. makes a person unique. reasons given Classify molecules which are Sugars (deoxyribonucleic and Identify and mark components to Styrofoam pieces, plasticine, Correct labeling components of DNA and RNA. ribonucleic), phosphates, nitrogenous be used in building a DNA toothpicks, pipe cleaners, markers, bases (adenine, cytosine, guanine, molecule molecular models thymine, uracil) AQA Science GCSE Biology Create a model of the double helix DNA is found in every living organism Create a model of DNA Poster paper, yarn Rubric for assessing models structure of DNA. and is present in every cell of the body. Styrofoam pieces, plasticine, The DNA in each cell contains all the toothpicks, pipe cleaners, markers, same information as the original molecular models fertilized egg. The chromosomes present in the nucleus are made of AQA Science DNA (deoxyribonucleic acid). DNA is GCSE Biology made of a double chain formed by Human Form & Function 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. Make an oral presentation As above In groups, make an oral (song. skit, Information sheet Rubric for assessing oral describing the structure of DNA. story) presentation describing the GCSE Biology presentations structure of DNA and RNA AQA Science CXC Human and Social Biology Human Form & Function Biology Curriculum 2010, Grades: 10 – 12 159 160 SCOPE OF WORK GRADE 12 STRAND: CELL REPRODUCTION UNIT: NUCLEIC ACIDS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Relate the DNA molecule to Chromosomes are thread-like Draw a diagram, illustrating the Biology for CSEC Clarity and accuracy (content) in chromosome structure. structures within a cell’s nucleus relationship between DNA, genes GCSE Biology demonstrating the relationship which contain the genetic information and chromosomes. that is passed from one generation to the next. Chromosomes are composed of a very long strand of DNA, coiled many times. Sections of DNA form genes. Analogy- DNA = letters, genes = words, chromosomes = books. Conduct an investigation to extract Perform an investigation: DNA Split peas, dish detergent, salt, Rubric for assessing conducting DNA. Extraction with Kitchen Chemistry toothpicks, meat tenderizer, small investigations by Donna M. Bronson website: beakers, alcohol, onions, yeast, www.iit.edu/ broccoli, raw chicken liver, strainer Measure materials for the Measure water, peas, salt Materials listed, measuring cups, Accuracy of measurements investigation to extract DNA. measuring spoons or balance Use equipment for the As above As above Rubric for assessing correct and investigation to extract DNA. safe use of apparatus and materials Conduct research to find out the Any occurrence which changes the Conduct research to find out the Internet Rubric for assessing research relationship between the structure sequence of triads or bases on DNA relationship between the structure GCSE Biology of DNA and mutations. causes a mutation (change in features) of DNA and mutations. Biology for CSEC CXC Human and Social Biology Suggest benefits that have been Genetic engineering: enhance positive Brainstorming in small groups. AQA Science Plausibility of benefits identified derived from knowledge of the traits in plants (crops) and animals; Class discussion. GCSE Biology structure of DNA. identification of disease causing Longman Biology for CSEC genes; medical treatments etc. CXC Human and Social Biology Biology Curriculum 2010, Grades: 10 – 12 160 161 SCOPE OF WORK GRADE 12 STRAND: CELL BIOLOGYAND GENETICS UNIT: BIO-TECHNLOGY DURATION: 2 weeks LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT List the advantages and A small amount of plant tissue when • Define the term clone. Magazines, Internet disadvantages of using tissue treated with hormones, a culture is • Describe simply the process of • Number, accuracy, relevancy culture as a means of producing formed from which, each cell could producing plants from cloning Biology for CSEC and sequencing of points plants. develop into a new plant. Productivity tissue. GCSE Biology is greatly enhanced by this • List the advantages and • Number of advantages and technology. disadvantages of using tissue disadvantages correctly culture as a means of producing identified plants. Critically assess the advantages Hormones cause release of many ova, • List advantages and Biology for CSEC • Number of advantages and and disadvantages of cloning fertilized in vivo or in vitro. Each disadvantages of cloning animal GCSE Biology disadvantages correctly animal embryos. fertilized ovum is divided into several embryos. identified cells each developing into an embryo. • Participate in a debate on this • Rubric for assessing oral Identically cloned offspring are born. topic. presentations Describe simply fusion (adult) cell Nucleus is removed from an adult cell Make a visual presentation to AQA Science Rubric for assessing visual cloning. and placed in an ovum which has had describe the process of cloning an presentations its nucleus removed. An electric shock adult cell. causes the new cell to develop as an embryo genetically the same as the adult cell. Compare and contrast methods of • Research methods of cloning Biology for CSEC Number and accuracy of cloning. • Compare and contrast methods similarities and differences of cloning. Suggest ways in which cloning Producing tissues to alter damaged Suggest ways in which cloning GCSE Biology Plausibility of suggestions and might benefit humans. tissues, replace tissues, produce might benefit humans. reasons given animals for research, stem cell research. Biology Curriculum 2010, Grades: 10 – 12 161 162 SCOPE OF WORK GRADE 12 STRAND: CELL BIOLOGYAND GENETICS UNIT: BIO-TECHNLOGY LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Describe simply the process of Any change in the genetic material of an • Define genetic engineering AQA Science genetic engineering. organism. This may be done by transferring • Describe simply the process GCSE Biology Clarity, accuracy, relevancy and or reconfiguring the genes. of genetic engineering. Biology for CSEC sequencing of main points Longman Biology for CSEC CXC Human and Social Biology Compare the advantages and • Conduct research on AQA Science • Rubric for assessing research disadvantages of genetically genetically modified foods in GCSE Biology modified crops/food. The Bahamas. Biology for CSEC • Identify examples of genetically modified crops. • Find out the features that have been modified in each case. • Make a visual presentation • Rubric for assessing visual showing the benefits, possible presentations harm, and an opinion with reasons on whether all GM foods should be labeled. Identify examples of gene transfer Identify examples of gene AQA Science Correct identification of examples between animal and plant tissue. transfer between animal and GCSE Biology plant tissue (literature). Biology for CSEC Longman Biology for CSEC Compare the advantages and Bacteria can make human protein (insulin) in Compare the advantages and AQA Science Number of advantages and disadvantages of genetic quantities needed, increased growth rates of disadvantages of genetic GCSE Biology disadvantages correctly identified engineering. plants and animals used as food, improved engineering. Biology for CSEC quality of food (genetically modified foods) Longman Biology for CSEC Disadvantages include Infertile crops CXC Human and Social economic implications for developing Biology countries, super bugs, long-term effects on humans unknown. Biology Curriculum 2010, Grades: 10 – 12 162 163 SCOPE OF WORK GRADE 12 STRAND: CELL BIOLOGYAND GENETICS UNIT: BIO-TECHNLOGY LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Conduct a survey to determine the Seeds, seedlings, crops, animals, • Identify products of biotechnology. GCSE Biology extent to which food, plants and potatoes, corn, tomatoes, cereals • Design a questionnaire animals in the community are • Conduct a survey Rubric for assessing products of biotechnology. investigations(survey) Prepare a proposal for the • Determine the level of knowledge and AQA Science education of adults in the interest in biotechnology among GCSE Biology community on the basis of teenagers and adults. Longman Biology for CSEC biotechnology and bioethics. • Organize a medium or forum through CXC Human and Social Clarity, details, logic and which to provide information on Biology feasibility of plan biotechnology. Form an inference as to the • Brainstorm terms “genes” and “modify”. AQA Science Clarity and accuracy of inference meaning of the term “genetically • Form an inference as to the meaning of GCSE Biology based on the term modified crops”. the term “genetically modified crops”. Biology for CSEC Observe pictures or samples of It involves the isolation, manipulation • Cut out pictures of plants /fruits and Magazines ,film strips, videos genetically modified foods. and reintroduction of DNA into cells vegetables as well as livestock and fish http://www.monsanto.com/ or model organism usually to express which have been genetically modified. http://www.jic.bbsrc.ac.uk/ a protein to reach desired effects. • Make observations and comment on welcome.htm Clarity and accuracy of their appearance Nuffield Council for Bioethics description based on report observations Produce a poster or pamphlet GMFs are:- Make a poster or pamphlet promoting the Paper, colouring pencils/pens, Rubric for assessing visual aids which promotes genetically • Resistant to:-a) pathogenic fungi in benefits of GM foods Magazine clippings modified foods. maize and potato CXC Biology b) Insect pests in many crop plants • Increased growth rates in fish and Biology for CSEC chicken GCSE Biology • Increase in size/yield • Longer shelf life of fruits • Tastier and more nutritious Biology Curriculum 2010, Grades: 10 – 12 163 164 SCOPE OF WORK GRADE 12 STRAND: CELL BIOLOGYAND GENETICS UNIT: BIO-TECHNLOGY LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Compare the advantages and Genetically modified crops offer many • Find out the advantages and http://www.foe.org/ • Number of advantages and disadvantages of genetically benefits, such as increased yields, reduced disadvantages of genetically campaigns/food and disadvantages correctly modified foods. maturation times and improved resistance to modified foods. biotechnology identified diseases and pests. • Prepare a position on GMFs http://www.parliament.uk/post/p Disadvantages:-unknown effects of GM • Make an oral presentation on the n138.pdf • Rubric for assessing oral crops, - tampering with nature. position. http://www.monsanto.com/ presentations CXC Biology AQA Science GCSE Biology Biology for CSEC Predict what a “fruit stand” Make a diagram or a model Card board, paint, play dough, Rubric for assessing visual aids will look like in 2050. fruit/vegetable stand with fruits “of colouring the future”. GCSE Biology Debate the use of human Stem cells are capable of turning into any type • Conduct research on the use of Magazines, videos, topical • Rubric for assessing research embryos for stem cell of cell in the body, hold the best hope of curing human embryos for stem cell articles research. a range of diseases including Parkinson’s and research. juvenile diabetes. The problem is that some of • Small group discussion on the use AQA Science • Rubric for assessing oral the most versatile and useful stem cells are of human embryos for stem cell GCSE Biology presentations those extracted from embryos. Many opponents research. CXC Human and Social Biology of such research believe a newly fertilised human egg has the same moral status as a person, so using a ball of embryonic cells in research is tantamount to murder. Predict the likely outcome of The goal is for surgeons to create organs to • Predict the likely outcome of stem Internet, magazines • Plausibility of predictions and stem cell research on some order, re-grow crippled spine and hearts and cell research on some illnesses reasons given illnesses. reverse the damage of Parkinson’s disease or such as Parkinson’s disease, AQA Science diabetes with ease. Stem cells may have the Alzheimer’s disease and diabetes GCSE Biology potential to accomplish the goal. Immune • Conduct research on the topic. CXC Human and Social Biology • Rubric for assessing oral rejection and waiting list for replacement organs • Debate the ethics of stem cell presentations are consigned to history. Potential for abuse. research. Ethical issues. Biology Curriculum 2010, Grades: 10 – 12 164 165 SCOPE OF WORK GRADE 12 STRAND: CELL BIOLOGYAND GENETICS UNIT: VARIATION DURATION: 1 week LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Research how changes in Crossing over, additions, deletions, • Define variation Magazines chromosomes cause variations. mutation • Read articles on causes of GCSE Biology mutations. • Predict how changes in Plausibility of predictions and chromosomes might lead to reasons given variations. Describe how random assortment • Observe photographs or AQA Science of chromosomes contributes to diagrams showing random GCSE Biology variations of features in species. assortment of chromosomes • Describe how this leads to Number, accuracy, relevancy and variation. sequencing of points Explain how sexual reproduction Sexual reproduction combines non- Use annotated diagrams to AQA Science Number, accuracy, relevancy and leads to variation in a population. identical partners and therefore, genes. explain how sexual reproduction GCSE Biology sequencing of points leads to variation in a Biology for CSEC population. CXC Human and Social Biology Identify examples of continuous Variation is the phenotypic differences Identify examples of continuous GCSE Biology Number of examples correctly variation. among individuals in a population. variation. CXC Human and Social Biology identified There are two types of variation continuous and discontinuous variation. Examples of continuous – height, weight, complexion. Identify examples of discontinuous Example of discontinuous variation is Identify examples of GCSE Biology Number of examples correctly variation. Blood Groups, discontinuous variation. identified Suggest how natural selection Changes in physical environment and • Suggest how natural selection AQA Science Plausibility of suggestion(s) and changes the phenotypic ratio of a predation would reduce the numbers changes the phenotypic ratio GCSE Biology reasons given population. of organisms with certain features (not of a population. Biology for CSEC adapted to the changes). • Identify possible examples. Longman Biology for CSEC Biology Curriculum 2010, Grades: 10 – 12 165 166 SCOPE OF WORK GRADE 12 STRAND: CELL BIOLOGYAND GENETICS UNIT: VARIATION LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Suggest how artificial selection Humans select for (positively) and • List plants that people in the AQA Science changes the phenotypic ratio of a against (negatively) features in pets, community favour. GCSE Biology population. garden plants etc. • List plants that people in the Biology for CSEC The process showing artificial community dislike and get rid Longman Biology for CSEC selection changing the ratio of a of. phenotype in the population. • List animals that people in the community favour. • List animals that people in the community dislike and get rid of. • Suggest how artificial Plausibility of suggestion(s) and selection changes the reasons given phenotypic ratio of a population. Suggest how natural selection For some insects, DDT is a poison. • Observe photographs of Glencoe Biology- causes resistance to certain Others developed DDT resistance - different organisms in An everyday Experience , chemicals. when DDT was introduced into the different habitats and their Science.glencoe.com ecosystem, insects with a variation adaptations which help them showing resistance to DDT were to survive there. Biology- Dynamics of Life favoured as were not harmed by DDT. • Suggest how natural selection Plausibility of suggestion(s) and They then were able to survive and causes resistance to certain Photographs showing adaptations reasons given reproduced while others without this chemicals such as insecticides variation died. by insects or antibiotics by Biology for CSEC Where antibiotics are used many bacteria. GCSE Biology bacteria died. But antibiotics-resistant Examples : Longman Biology for CSEC bacteria survived and reproduced and Large teeth and claws, produced bacteria with that variation. camouflaging and mimicry Biology Curriculum 2010, Grades: 10 – 12 166 167 SCOPE OF WORK GRADE 12 STRAND: NUTRITION AND FOOD SUPPLY UNIT: FOOD AND FOOD NUTRIENTS DURATION: 2 weeks LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Identify food contaminants. Viruses, bacteria, protists • Brainstorm food contaminants Human Biology for The Tropics • Correct identification of major GCSE Biology classes of contaminants • Identify sources of food Human Form & Function • Correct matching of identified contaminants. contaminants with sources of contamination Suggest ways to prevent food The storage, handling and serving of • Using critical thinking or prior GCSE Biology • Plausibility of suggestions and contamination. food must be done very carefully to knowledge, suggest ways to Human Form & Function reasons given prevent food contamination. The prevent food contamination. presence of microbes on food can result in illness due to the toxins they • Create a graphic organizer to • Rubric for assessing visual aids release as they decay the food and/or summarize the ways by which transmit diseases. food can become contaminated. Create a poster to educate the • Create a poster to highlight poster paper, markers, magazines Rubric for assessing visual aids public of the importance of food the importance of food safety. safety. Design and conduct a small survey Best safety practices are the correct • Design a survey questionnaire GCSE Biology Rubrics for assessing to determine the extent to which methods of storing, handling and • Conduct survey, attempting to investigations (surveys) best food safety practices are used. serving food. Includes cooking and control variables. storing food at the correct • Record data temperature, washing of hands before • Analyse data handling foods, separating raw animal food and /or animal waste from ready to eat food. Draw conclusions on the extent to Draw conclusions based on Clarity and accuracy of conclusion which best food safety practices survey conducted. based on results and observations are carried out. made Biology Curriculum 2010, Grades: 10 – 12 167 168 SCOPE OF WORK GRADE 12 STRAND: NUTRITION AND FOOD SUPPLY UNIT: FOOD AND FOOD NUTRIENTS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT State the guidelines that govern • Discuss the importance of Ministry of Environment food imports to The Bahamas. checking foodstuff brought publications into the country. • Find out the role of the government Food Technology Laboratory • State the guidelines that Number, accuracy and clarity of govern food imports to The guidelines Bahamas. Observe food labels to determine • Observe food labels to Labels on common food items. Number of labels observed and food additives in commonly used determine food additives in GCSE Biology additives correctly identified foods. commonly used foods. Human Form & Function • List food additives. Classify common food additives. Colourings, preservatives, aromas, • Find out the reason for the use Biology for CSEC Plausibility of classification flavourings of each additive above. GCSE Biology method and criteria • Classify additives based on Human Form & Function their function. Evaluate the use of common food Yellow, red, purple dyes. • Compare (graphic organizer) Biology for CSEC Number and accuracy of additives. the benefits of use of dyes GCSE Biology advantages and disadvantages with disadvantages Human Form & Function • Compare the benefits of use of flavourings with disadvantages. Biology Curriculum 2010, Grades: 10 – 12 168 169 SCOPE OF WORK GRADE 12 STRAND: NUTRITION AND FOOD SUPPLY UNIT: FOOD AND FOOD NUTRIENTS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Research common food additives Natural and artificial chemicals are • Research common food Internet • Rubric for assessing research found on the labels of certain added to foods for numerous purposes. additives found on the labels GCSE Biology foods. These chemicals are known as food of certain foods. Human Form & Function additives. Additives may be used to • Identify the possible health add sweetness, flavor, and/or color to effects of each additive. foods. Sometimes they assist in • Construct a table • Number, accuracy and clarity in preserving the foods to increase shelf summarizing: additive, recording life, or to give the food the right common food sources, health consistency. effects. Explain the role of microbes in the Microbes play a very important role in • Research the commercial uses Internet • Rubric for assessing research manufacture of foods. our everyday lives. They are used to of microbes in the production Photos/ illustrations/ transparencies make foods such as butter, yoghurt, of food products showing use of modern technology cheese and vinegar, in brewing and • Identify the microbes and in agriculture. baking foods made. • Describe the process for the AQA Science production of each food. GCSE Biology • Clarity and accuracy (content) • Prepare a journal or portfolio Longman Biology for CSEC in demonstrating the showing the role of microbes relationship in the manufacture of foods. Compare the benefits of microbes Making of linen and antibiotics, • Research beneficial roles AQA Science • Rubric for assessing research with the harm caused. getting rid of sewage and in genetic played by microbes. GCSE Biology engineering. • Find out negative effects of Biology for CSEC microbes. Longman Biology for CSEC • Participate in a debate/discussion that the benefits of microbes outweigh • Rubric for assessing oral the harm caused by them. presentations Biology Curriculum 2010, Grades: 10 – 12 169 170 SCOPE OF WORK GRADE 12 STRAND: RESPONSE IN PLANTS AND SIMPLE ANIMALS UNIT: TROPISM DURATION: 1 ½ weeks LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Classify plant growth responses. Tropism – growth, positive – towards, • Brainstorm how plants would Biology for CSEC negative – away from, chemo- - respond. GCSE Biology chemicals, geo- - gravity, hydro- - • Formulate a hypothesis on the Longman Biology for CSEC Plausibility of hypothesis and water, photo- - light. growth response to one reasons given stimulus. Observe various types of tropisms. A Tropism is the growth and • Observe photographs showing Photographs showing tropisms. movement of a plant in response to a tropisms. stimulus. There are many types of Biology for CSEC tropism and they are: Thigma-tropism • Use concept map to identify GCSE Biology Correct identification of tropic (stimulus is temperature) touch, the different types of Longman Biology for CSEC responses hydrotropism (stimulus is water), tropisms. 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). Design an experiment to (see previous content) • Formulate a hypothesis Seedlings, water, box with a • Plausibility of hypothesis and investigate the response(s) of a • Identify and state how window/ opening to one side, box reasons given plant to sunlight. variables will be controlled. without window. • Correct identification and • Plan an experiment to control of valid variables investigate the response(s) of Biology for CSEC • Clarity, details and logic of plan a plant to sunlight. GCSE Biology • State the length of Longman Biology for CSEC experiment. Biology Curriculum 2010, Grades: 10 – 12 170 171 SCOPE OF WORK GRADE 12 STRAND: RESPONSE IN PLANTS AND SIMPLE ANIMALS UNIT: TROPISM LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Conduct an experiment to • Conduct an experiment to Biology For Life Rubric for assessing investigate the response(s) of a investigate the response(s) of a Seedlings, lamps, cardboard box (experimental) investigations plant to sunlight. plant to sunlight. ruler • Record observations • Draw conclusions about the GCSE Biology response of shoots to light stimuli. Biology for CSEC Longman Biology for CSEC Design an experiment to Geotropism is the type of tropism that • Formulate a hypothesis Seedlings, klinostat (cylindrical • Plausibility of hypothesis and investigate a seedling’s response responds to gravity. Gravity always • Identify and state how variables chamber that can rotate) reasons given to gravity. acts downward on objects. Hence will be controlled. Cork, pins, ruler, beaker, cotton • Correct identification and growth in response to gravity shall • Plan an experiment to investigate wool and cardboard box control of valid variables always occur in the downward the response(s) of a plant to • Clarity, details and logic of motion; growth occurring opposite to gravity. GCSE Biology plan gravity would be considered negative Biology for CSEC geo-tropism. Longman Biology for CSEC Explain the role of auxins in tropic Auxin is a hormone found in the tip Make an oral presentation GCSE Biology Rubric for assessing oral responses. of the shoot of a plant and it aids in explaining the role of auxins in Biology for CSEC presentations growth and movement of a plant in tropic responses. Longman Biology for CSEC 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. Biology Curriculum 2010, Grades: 10 – 12 171 172 SCOPE OF WORK GRADE 12 STRAND: RESPONSE IN PLANTS AND SIMPLE ANIMALS UNIT: TROPISM LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Design an experiment to verify the Inside the tip of the shoot is where • Formulate a hypothesis Petri Dish • Plausibility of hypothesis and role of root and shoot tips in auxin (the hormone that controls • Identify and state how 12 seedlings of maize, scissors, ruler reasons given tropisms. growth and movement within plants) variables will be controlled. Biology for Life • Correct identification and is found. Removal of the tip of the • Design an experiment to control of valid variables shoot would result in stagnant or a halt investigate the effect of Biology for CSEC • Clarity, details and logic of plan in growth and movement of a plant cutting off the shoot and root Longman Biology for CSEC upwards, however, lateral buds will tips of seedlings on their give rise to side branches. growth. Observe what happens when the • Observe the growth of the Seedlings, razor, scalpel • Number and quality (details) of tip of the shoot is cut off. shoot Biology for Life observations • Observe the growth of the root Biology for CSEC • Formulate an inference from Longman Biology for CSEC • Clarity and accuracy of the observations. inference based on results and observations made Biology Curriculum 2010, Grades: 10 – 12 172 173 SCOPE OF WORK GRADE 12 STRAND: RESPONSE IN HUMANS UNIT: THE ENDOCRINE SYSTEM DURATION: 1 ½ weeks LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Distinguish between exocrine and Exocrine glands have ducts that lead Draw concept map to distinguish Internet Rubric for assessing visual endocrine glands. to the target organ or exterior. between exocrine and endocrine presentations/aids Endocrine glands are ductless glands. Biology for CSEC releasing hormones (product) into the Longman Biology for CSEC blood stream. Human Form & Function Identify the major endocrine Endocrine Glands: pituitary, thyroid, • Observe posters, Unlabeled diagram of endocrine glands adrenal, ovary, testis and pancreas. transparencies or a human glands. torso model showing endocrine glands. AQA Science • Describe the relative sizes and GCSE Biology location of the glands. Biology for CSEC Correct labeling of diagram • Label an unlabeled diagram Longman Biology for CSEC identifying endocrine glands. Human Form & Function Match hormones to the glands that Gland Hormone Where Use puzzles and games to match Word search, crossword puzzles, Number of correct matches secrete them. Produced gland is glands to hormones, and their concentration game found location. Thyroid Thyroxin In the GCSE Biology lower CXC Human and Social Biology throat Human Form & Function Pancreas Insulin Beneath the stomach Adrenal Adrenaline Above the kidneys Ovary Estrogen Lower abdominal Testis Testosterone Scrotum Pituitary Gonad Stimulating Hormone Biology Curriculum 2010, Grades: 10 – 12 173 174 SCOPE OF WORK GRADE 12 STRAND: RESPONSE IN HUMANS UNIT: THE ENDOCRINE SYSTEM LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Describe the role of Thyroid TSH stimulates the thyroid gland to Make an outline diagram to show Biology for CSEC Accuracy of information and Stimulating Hormone and produce thyroxine. FSH stimulates the the working of TSH and FSH. GCSE Biology clarity of diagram Follicle Stimulating Hormone. development of ova. Feedback Longman Biology for CSEC mechanisms. CXC Human and Social Biology Human Form & Function Make a visual presentation to Endocrine Glands: pituitary, thyroid, • Identify the effects in the body Biology for CSEC describe the importance of adrenal, ovary, testis and pancreas. of too much of each hormone. GCSE Biology maintaining a specific amount of a • Identify the effects in the body Longman Biology for CSEC hormone in the body. of too little of each hormone. Human Form & Function • Explain using visual aids (picture/ PowerPoint / videos posters) the effects of too much Rubric for assessing visual or too little hormone produced presentations by endocrine glands. Rate the importance of the Most organs are a part of one body • Find out about the operation of Biology for CSEC pancreas and adrenal glands system. The pancreas is a part of the the autonomic nervous system. GCSE Biology compared with two other organs. digestive (produces pancreatic juice) • Ref. Digestion in the Longman Biology for CSEC and endocrine (produces insulin). The duodenum. Human Form & Function adrenal glands are a part of the • Select two additional organs endocrine system (producing • Rate the importance of the Number, accuracy, relevancy and adrenaline) as well as a part of the pancreas and adrenal glands sequencing of points autonomic nervous system being compared with two other responsible for rapid responses in organs. State reasons. times of crisis. Compare the nervous and Both used in coordination. Differ in Construct a Venn diagram or other Biology for CSEC Venn Diagram (number and endocrine systems. structure, type of stimuli, response graphic organizer to compare the GCSE Biology accuracy of similarities and time. nervous and endocrine systems. Longman Biology for CSEC differences) CXC Human and Social Biology Human Form & Function Biology Curriculum 2010, Grades: 10 – 12 174 175 SCOPE OF WORK GRADE 12 STRAND: RESPONSE IN HUMANS UNIT: THE CENTRAL NERVOUS SYSTEM DURATION: 1 week LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Observe the appearance of the Cerebral cortex, cerebellum, medulla • Observe posters, Posters, model and transparencies of brain. oblongata, pons transparencies and a model of the human brain. the human brain. • Accuracy of information and • Describe the appearance of CXC Human and Social Biology clarity of description the brain. Human Form & Function • Label a diagram of the brain. • Correct labeling of diagram Relate the external parts of the As above. • Using different diagrams of Different diagrams of the brain from • Correct identification of parts of brain to their function(s). the brain, identify three parts. different sources; Internet the brain • Construct a table identifying • Clarity and accuracy (content) each part of the brain, the Biology for CSEC in demonstrating the features of that part and the Longman Biology for CSEC relationship adaptations/specialization of CXC Human and Social Biology the features to suit the Human Form & Function function of the part. Identify the functions of the main Meninges, hypothalamus, pituitary • Observe posters, Biology for CSEC internal parts of the brain. gland, midbrain, pons, medulla transparencies and a model of Longman Biology for CSEC oblongata, cerebral cortex, the human brain. CXC Human and Social Biology cerebellum. • Make an annotated (functions) Human Form & Function Accuracy of information and diagram of the brain on a clarity of diagram poster. Compare the structure of the brain Location of grey and white matter, • Construct line drawings of T. Prepared microscope slides, Correct labeling of diagrams and spinal cord. cross sectional plan, cerebro-spinal S. brain and spinal cord. diagrams and posters showing cross fluid • Construct Venn diagram or sections of brain and spinal cord. Venn Diagram (number and other graphic organizer to GCSE Biology accuracy of similarities and compare the structures. Biology for CSEC differences) Human Form & Function Biology Curriculum 2010, Grades: 10 – 12 175 176 SCOPE OF WORK GRADE 12 STRAND: RESPONSE IN HUMANS UNIT: THE NERVOUS SYSTEM DURATION: 2 weeks LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Compare the appearance and Sensory, motor, relay/intermediate • Observe diagrams or prepared Diagrams or prepared slides of functions of three types of neurons: external appearance, location microscope slides of neurons. neurons. neurons. and function. • Make a table or graphic Number and accuracy of organizer to compare the AQA Science similarities and differences, clarity appearance and functions of GCSE Biology in presentation three types of neurons. Biology for CSEC Longman Biology for CSEC CXC Human and Social Biology Human Form & Function Make a model to show the CNS processes and stores the Make a model to show the AQA Science Rubric for assessing models relationship between the Central information received from the sensory relationship between the Central GCSE Biology Nervous System and Peripheral organs and nerves of the PNS. Signals to Nervous System and Peripheral Biology for CSEC Nervous System. make appropriate responses are sent Nervous System. Longman Biology for CSEC from the CNS via the motor nerves to CXC Human and Social Biology effector organs. Spinal and cranial Human Form & Function nerves. Use a ruler to measure reaction • Plan an experiment to Ruler Clarity, details and logic of plan time of classmates to stimuli. measure reaction times by finding out how far a ruler drops before being caught. • May compare left and right hands • May compare quiet conditions to those with loud distractions. Observe responses in an • Conduct experiment and Ruler Rubric for assessing experiment to investigate reaction record observations. (experimental) investigations of classmates to stimuli. Biology Curriculum 2010, Grades: 10 – 12 176 177 SCOPE OF WORK GRADE 12 STRAND: RESPONSE IN HUMANS UNIT: THE NERVOUS SYSTEM LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Identify simple reflex actions Sneezing, knee jerk, runny nose/eyes, • Brainstorm examples of Number of examples of reflex blinking etc. characteristics of simple automatic responses. actions identified reflex actions. Spinal and cranial • Identify the characteristics reflexes. of simple reflex actions. • Define a reflex action. Worksheet (examples of reflex • Classify simple reflex actions given, students add Number of examples correctly actions as spinal or cranial examples to be classified). classified reflexes. GCSE Biology Biology for CSEC CXC Human and Social Biology Describe the operation of a reflex Stimulus, dendrons, axons, Schwann • Use a diagram of a reflex AQA Science • Rubric for assessing visual arc. cells, dendrites, synapse, electrical arc to describe its operation. GCSE Biology presentations impulses, chemical messengers. The • Dramatize the sequence of Biology for CSEC • Rubric for assessing oral sequential flow of an impulse through events involved in a reflex Longman Biology for CSEC presentations system parts i.e. Sense organ → up action CXC Human and Social Biology Spinal Cord → CNS → Spinal Cord→ Human Form & Function muscle or gland by means of various nerve cells. Compare simple and conditioned Simple reflexes are inborn and • Read the story of Pavlov’s GCSE Biology reflex actions. involuntary, conditioned are learnt and experiments with dogs. CXC Human and Social Biology voluntary responses. • Identify examples of Human Form & Function conditioned reflexes. • Compare simple reflexes Number and accuracy of with conditioned reflexes. similarities and differences Biology Curriculum 2010, Grades: 10 – 12 177 178 SCOPE OF WORK GRADE 12 STRAND: RESPONSE IN HUMANS UNIT: THE SKIN DURATION: 1 week LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Use a table to summarize the Use a table to summarize the parts of the GCSE Biology Correctly summarize the parts of parts of the skin and their skin and their functions. Biology for CSEC the skin and their function functions. Longman Biology for CSEC CXC Human and Social Biology Human Form & Function Use equipment to investigate Ice bath, water at 15, 28, 35, 70 °C. • Design and conduct an experiment to Stop watch, water baths at Rubric for assessing reaction time of classmates to investigate reaction time of classmates different temperatures • (experimental) investigations various temperatures. to various temperatures. • Valid variables identified • Identify variables. • Correct use of equipment • Use a ruler and watch • Accuracy of measurements • Measure time • Accuracy of observations • Observe responses. • Clarity in recording data • Construct a table comparing response • Clarity and accuracy of rates to temperatures. conclusion based on results • Formulate conclusions based on data. and observations made Identify the parts of the skin. Label the skin and know its parts (sweat • Observe a poster, model and Poster, model and microscopic pores, epidermis, dermis, layer of fat microscopic prepared slide of human prepared slide of human skin, (hypodermis), hair follicle, hair shaft, skin. unlabeled diagram of the human sebaceous gland, sense organ, sweat gland, • Identify the parts of the skin (L. S.). skin blood vessel arteries/ veins/capillaries, • Label parts of the skin on an unlabeled GCSE Biology Correct labeling of diagram epidermis, dermis, subcutaneous fat, diagram Biology for CSEC nervous receptors (pain, touch, heat, cold, Longman Biology for CSEC pressure CXC Human and Social Biology Human Form & Function Compare the skin’s sensitivity In the skin receptors are free nerve endings • Investigate which parts of the skin are Biology for Life. Bristle Accuracy of observations and to touch in various locations on which respond to pain touch and sensitive to touch. (e.g. back of hand, mounted on a wooden holder clarity in making comparisons the bodies. temperature. Some areas are more sensitive arm and leg) (pencil, dowel) marker. than others, because they do not all have the Longman Biology for CSEC same number/density of receptors. The greatest density of touch receptors are found on your fingers, toes and face. Biology Curriculum 2010, Grades: 10 – 12 178 179 SCOPE OF WORK GRADE 12 STRAND: RESPONSE IN HUMANS UNIT: HUMAN THE EYE DURATION: 1 ½ weeks LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Use a ruler and stop watch to Define irritability, stimuli, • Design and conduct an experiment to Ruler Rubric for assessing investigate reaction time of response. investigate reaction time of Watch • (experimental) investigations classmates to various stimuli. Identify various stimuli (sound, classmates to various stimuli. Horn/ ice/ pins • Valid variables identified temperature, falling object etc) • Identify variables. Biology for life • Correct use of equipment that can cause different • Use a ruler and watch • Accuracy of measurements responses based on sensitivity • Measure time • Accuracy of observations from the eye, ear, and skin. • Observe responses. • Clarity in recording data • Construct a table comparing response • Clarity and accuracy of rates to stimuli. conclusion based on results and • Formulate conclusions based on data. observations made Identify the parts of the eye. The parts of the eye (Retina, • Observe a poster and model of human Poster of the human eye, cornea, aqueous humor, vitreous eye and specimen of a mammalian model of the human eye, humor, lens, ciliary muscle, eye. specimen of a mammalian eye, ligaments, sclera, choroid, optic • Identify the parts of the eye. unlabeled diagram of the nerve, blind spot, yellow fovea, • Label parts of the eye on a diagram human eye Correct labeling of diagram iris, pupil, tear gland, eye lashes, GCSE Biology conjunctiva) Biology for CSEC Longman Biology for CSEC CXC Human and Social Biology Human Form & Function Relate the parts of the eye to their As above. • Using three different diagrams of the Three different diagrams of the • Correct identification of common function(s). eye, identify common structures. eye from three different structures of the eye • Construct a table identifying each sources; Internet, • Clarity and accuracy (content) in part of the eye, the features of that GCSE Biology demonstrating the relationship part and the adaptations/specialization Biology for CSEC of the features to suit the function of Longman Biology for CSEC • Rubric for assessing visual aids the part. CXC Human and Social • Make an annotated (functions) Biology diagram of the eye on a poster. Human Form & Function Biology Curriculum 2010, Grades: 10 – 12 179 180 SCOPE OF WORK GRADE 12 STRAND: RESPONSE IN HUMANS UNIT: THE EYE LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Observe what happens to the pupil Action of circular and radial muscles, • Use a flash light (or other Flashlight of the eye when in bright light. size of pupil. light source) to shine on the Paper eye. Diagram of the eye • Observe what happens to the Mirror • Clarity of description of pupil. Biology for Life observations • Predict the observations in GCSE Biology • Plausibility of predictions and dim light. Biology for CSEC reasons given • Suggest an explanation and Longman Biology for CSEC • Plausibility of suggestions and reasons for the observations in Human Form & Function reasons given dim light or darkness. Explain the process of seeing. Light rays pass through the lens and • Follow the pathway of light Paper into the eye and are focused onto the from an object to the cornea, retina. The image on the retina is through to the fovea and optic GCSE Biology upside down due to the actual bending nerve to the brain. Biology for CSEC of light. The brain, once the messages • Create a concept map to Longman Biology for CSEC Rubric for assessing visual aids reach the brain then inverts the image explain the sequence of how CXC Human and Social Biology and we see things right side up. we see. Human Form & Function 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 observed in close view, the ciliary muscles contract and the lens takes on its normal short round shape. The movement of the lens in this manner is called accommodation. Biology Curriculum 2010, Grades: 10 – 12 180 181 SCOPE OF WORK GRADE 12 STRAND: RESPONSE IN HUMANS UNIT: THE EYE LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Justify the statement that the • Read related information in a Biology for CSEC structure of the eye concentrates textbook. GCSE Biology light on the fovea. • Organize points to prove the Longman Biology for CSEC statement. CXC Human and Social Biology • Make an oral presentation. Human Form & Function Rubric for assessing oral presentations Describe common visual Myopia, hypermetropia, astigmatism, • Read related information in a GCSE Biology disorders. presbyopia textbook Biology for CSEC • Complete a worksheet Longman Biology for CSEC Simple, accurate, clear describing the defects, CXC Human and Social Biology descriptions (own words) symptoms, corrective Human Form & Function measures Biology Curriculum 2010, Grades: 10 – 12 181 182 SCOPE OF WORK GRADE 12 STRAND: RESPONSE IN HUMANS UNIT: THE EAR DURATION: 1 week LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Design and conduct an experiment Threshold of hearing; stereoscopic • Identify a variety of sounds to Sources of a variety (4 – 6) sounds. Variables correctly identified to test the sensitivity of the ears to sounds (from both ears). be used. sounds. • Identify variables Human Form & Function Rubric for assessing investigations • Conduct and evaluate experiment to test the sensitivity of ears based on location, types of sounds and involvement of both ears and or one. Identify the parts of the ear. Pinna, auditory canal, tympanic • Observe a poster and model of Poster of the human ear, model of membrane, ossicles (malleus, incus, human ear. the human ear, unlabeled diagram of stapes), round and oval windows, • Identify the parts of the ear. the human ear Eustachian tube, cochlea, auditory • Label parts of the ear on a GCSE Biology Correct labeling of diagram of the nerves, semi circular canals, sacculus diagram Biology for CSEC ear and utriculus, outer, middle and inner CXC Human and Social Biology ear. Human Form & Function Relate the parts of the ear to their As above. • Using three different diagrams Three different diagrams of the ear • Correctly identify common function(s). of the ear, identify common from three different sources; Internet structures of the ear on various structures. GCSE Biology diagrams. • Construct a table identifying Biology for CSEC • Description of relationship (part each part of the ear, the CXC Human and Social Biology and function) features of that part and the Human Form & Function adaptations/specialization of the features to suit the function of the part. • Rubric for assessing visual aids • Make an annotated (functions) diagram of the ear on a poster. Biology Curriculum 2010, Grades: 10 – 12 182 183 SCOPE OF WORK GRADE 12 STRAND: RESPONSE IN HUMANS UNIT: THE EAR LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Explain the process of hearing. Sound waves hit against the pinna and • Follow the pathway of sound Biology for CSEC are directed into the ear through the from an object to the GCSE Biology auditory canal. The sound waves beat tympanum, through to the CXC Human and Social Biology against the ear drum. In the middle ear oval window and auditory Human Form & Function the hammer begins to vibrate causing nerve to the brain. the anvil and stirrup to do the same • Create a concept map to Rubric for assessing visual aids causing sound waves to be created in explain the sequence of how the middle ear and amplified. The we hear. 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. Justify the statement that the Relative sizes of tympanum and oval • Read related information in a Biology for CSEC structure of the ear concentrates window, density of ossicles, relative textbook. CXC Human and Social Biology sound on the oval window. density of air and endolymph, • Organize points to prove the Human Form & Function amplification of sound. statement. • Make an oral presentation. Rubric for assessing oral presentations Relate the structure of the semi- • Make a model that functions GCSE Biology Rubric for assessing models circular canals to their function in as the semi-circular canals. CXC Human and Social Biology orientation. • Relate the relative positions of Human Form & Function the canals to their role in providing orientation as shown in demonstrations. Describe the role of the ear in Sacculus, utriculus, Eustachian tube, Write a short story, poem or Biology for CSEC Accuracy of information, maintaining balance. pressure (altitudes) song describing the role of the CXC Human and Social Biology creativity, audience appeal ear in maintaining balance. Human Form & Function Biology Curriculum 2010, Grades: 10 – 12 183 184 SCOPE OF WORK GRADE 12 STRAND: RESPONSE IN HUMANS UNIT: THE EFFECTOR ORGANS DURATION: 1 week LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Explain the functions of skeletal Muscles function by contracting. • Explain the functions of Diagrams showing muscles with muscles. Skeletal muscles are attached to the skeletal muscles. notes as to their actions. skeleton. They are able to move bones • Classify given muscles as Worksheet. Muscles correctly classified. as a result of contracting. extensor or flexor. GCSE Biology Biology for CSEC Human Form & Function Make an annotated diagram of the Humerus, radius, ulna, tendons, • Observe diagrams and a Biology for CSEC elbow joint. ligaments, cartilage, synovial fluid, model of the elbow joint. GCSE Biology capsule, (flexors) biceps, (extensors) • Make an annotated diagram of Human Form & Function Accuracy of diagram, labels and triceps, antagonistic muscles. the elbow joint noting the notes function of each named part. Make a model of the knee joint to Femur, tibia, fibula, ligaments, Make a model of the knee joint Biology for CSEC Rubric for assessing models show movement of the leg. tendons, quadriceps(flexors), to show movement of the leg. GCSE Biology hamstring (extensors) muscles Human Form & Function Explain how nerves cause muscles Nerve impulses change from electrical Explain how nerves cause Human Form & Function Clearly stated explanation (in own to contract. to chemical muscles to contract. words) Biology Curriculum 2010, Grades: 10 – 12 184 185 SCOPE OF WORK GRADE 12 STRAND: REPRODUCTION UNIT: ASEXUAL REPRODUCTION DURATION: 2 weeks LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Define the term asexual X-reference Reproduction in Define the term asexual reproduction. Biology for CSEC Correct definition reproduction. simple organisms e.g. binary or GCSE Biology multiple fission, conjugation, Longman Biology for CSEC budding Classify reproductive structures Sexual reproductive structures • Brainstorming sexual structures, GCSE Biology in plants as sexual or vegetative. contain organs that produce meaning of term “vegetative”. Longman Biology for CSEC gametes examples: cones, flowers. • Find out which part of the plant is Modern Biology for Secondary Vegetative structures i.e. roots, modified as tubers, stolons, runners, Schools stems and leaves do not produce bulbs, corms, rhizomes, suckers, gametes. Vegetative reproductive adventitious bulbs. structures: tubers (root, stem), • Classify reproductive structures in stolons, runners, bulbs, corms, plants as sexual or vegetative. Number of reproductive structures rhizomes, suckers, adventitious correctly classified as sexual or bulbs vegetative structures Compare the processes of natural • Find out how reproduction occurs in Modern Biology for Secondary Rubric for assessing visual aids vegetative reproduction. tubers (root, stem), stolons, runners, Schools bulbs, corms, rhizomes, suckers, GCSE Biology adventitious bulbs. Biology for CSEC Number of vegetative reproductive • Construct models or visual aids to Longman Biology for CSEC structures correctly classified describe two methods of natural vegetative reproduction. Rubric for assessing investigations • Identify examples of tubers (root, stem), stolons, runners, bulbs, corms, Similarities and differences of the rhizomes, suckers, adventitious bulbs. vegetative reproductive processes • Conduct investigations to show identified reproduction in tubers and Bryophyllum. • Compare the processes of vegetative Beaker/jar, tuber, water reproduction. Biology Curriculum 2010, Grades: 10 – 12 185 186 SCOPE OF WORK GRADE 12 STRAND: REPRODUCTION UNIT: ASEXUAL REPRODUCTION LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Evaluate methods of artificial Marcotting, layering, cuttings (root, • Find out how reproduction Caribbean Biology vegetative propagation. stem), grafting bud, stem). X- occurs in marcotting, layering, Modern Biology for Secondary reference: bio-technology. cuttings (root, stem), grafting Schools bud, stem). GCSE Biology • Identify examples of Longman Biology for CSEC marcotting, layering, cuttings (root, stem), grafting bud, stem). Rubric for assessing investigations • Design and conduct an investigation to show Petri dish, sand, water, Bryophyllum Rubric for assessing visual reproduction by stem cuttings. presentations • Make a presentation comparing the processes of artificial vegetative reproduction using visual aids. Prepare a brochure to encourage Prepare a brochure to encourage Rubric for assessing visual aids persons to use vegetative persons to use vegetative propagation for home-gardening. propagation for home-gardening. Compare and contrast methods of Use a graphic organizer to GCSE Biology Rubric for assessing visual aids natural vegetative propagation compare and contrast methods of Longman Biology for CSEC with methods of artificial natural vegetative propagation propagation. with methods of artificial propagation. Evaluate the advantages and Evaluate the advantages and Longman Biology for CSEC Valid advantages and disadvantages of vegetative disadvantages of vegetative disadvantages; relative value of reproduction. reproduction. advantages and disadvantages Biology Curriculum 2010, Grades: 10 – 12 186 187 SCOPE OF WORK GRADE 12 STRAND: REPRODUCTION UNIT: SEXUAL REPRODUCTION IN PLANTS DURATION: 2 weeks LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Identify flowers as reproductive Flowers are reproductive • Observe reproductive organs Posters, diagrams, photographs or structures. structures of plants. Some flowers (stigma, anthers), petals, sepals of models of flowers. Variety of have only male or female flowers in diagrams and posters or flowers e.g. bougainvillea, Bauhinia, structures (dioecious); some have models. Yellow Elder, Poinciana, croton both (monoecious). • Identify these parts on various GCSE Biology Named parts correctly identified flowers. Biology for CSEC in all flowers Longman Biology for CSEC Use a scalpel, razorblade or Poinciana, Yellow Elder, • Use scalpel, razorblade or scissors Scalpel/scissors/razorblade, Rubric for assessing use of safe scissors to dissect various types Bauhinia, to dissect various types of flowers. diagram of flower, a named flower and correct techniques in handling of flowers. • Use hand lenses to observe parts of apparatus the flower. Observe the dissected parts of Pedicel, receptacle, whorls (calyx, • Observe the individual parts. Dissected parts of flower, poster flowers. corolla, androecium, gynaecium), • Identify the parts. paper, glue/tape. stamens (filament, anther, pollen • Use floral parts to prepare a collage. GCSE Biology Accurate and neat collage grains), carpels (ovary, ovules, stigma, style) Use a microscope to observe • Make a temporary/wet slide Slides, microscope, flower samples, Rubric for assessing use of safe pollen and ovules of a dissected preparation of ovules and pollen. scalpel/knife, prepared slides and correct techniques in handling flower. • Use microscope to observe pollen apparatus and ovules mounted on slides or prepared slides. Relate the structure of the floral • Label and add notes to an unlabelled Flower samples Accuracy of annotated diagram parts of a named flower to their diagram of L. S. named flower. GCSE Biology function. • Relate the structure of the floral Biology for CSEC parts to their function, highlighting Longman Biology for CSEC Relationships of floral parts to any adaptations. functions described Create a mnemonic device for Create a mnemonic device for the GCSE Biology Number of parts and their function the parts of flowers and their parts of flowers and their functions. Biology for CSEC included, creativity and appeal functions. Longman Biology for CSEC Biology Curriculum 2010, Grades: 10 – 12 187 188 SCOPE OF WORK GRADE 12 STRAND: REPRODUCTION UNIT: SEXUAL REPRODUCTION IN PLANTS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Use materials to investigate what Formation of pollen tube after pollen Place pollen grain on microscope Biology for Life Rubric for assessing investigations makes pollen grains produce a grain lands on stigma is stimulated by slides with sugar solution and Slides, microscope, sugar, water, tube. sugar in the stigma. observe growth of tube. paint brush GCSE Biology Biology for CSEC Longman Biology for CSEC Observe a variety of flowers to Pollen grains are transferred from • Observe the features of the A variety of flowers (both wind and determine the agent responsible anther to stigma by agents such as flower parts of a variety of insect pollinated), ruler, for pollination. wind and insect. Flower parts are flowers. Worksheet adapted according to the pollinating • Brainstorm whether or not the GCSE Biology agent. Size and surface of pollen flowers are pollinated by wind Biology for CSEC grains, size and position of stigma. or insect. Longman Biology for CSEC Classify a variety of flowers Maize, grass, croton, oats, shepherd’s Construct a suitable table Worksheet • Correct identification of agent according to the type of needle, classifying the flowers observed GCSE Biology and logical justification of pollination. by agent of pollination. Biology for CSEC answer • Number of flowers correctly classified Describe the sequence of events Growth of pollen tube, fusion of nuclei Make a visual simulation of the Biology for CSEC Rubric for assessing visual from pollination to fruit and seed in ovules, hardening of testa, development of a local fruit from GCSE Biology presentations formation. development of embryo and the pollination of a flower. Longman Biology for CSEC cotyledon(s), development of ovary into fruit. Observe local fruits and seeds to Seeds and fruits are dispersed • Describe common methods of A variety of local fruits and seeds determine method of dispersal. (scattered) by several methods which dispersal (seeds and fruits) that represent different methods of include water, animals, explosive • Observe some local fruits and dispersal. mechanisms and wind. The seeds and seeds Worksheets fruits are specially adapted for the • Make inferences as to the GCSE Biology Correct identification of methods dispersal methods. method of dispersal for each Biology for CSEC of dispersal flower. Longman Biology for CSEC Biology Curriculum 2010, Grades: 10 – 12 188 189 SCOPE OF WORK GRADE 12 STRAND: REPRODUCTION UNIT: SEXUAL REPRODUCTION IN PLANTS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Classify local fruits and seeds As above. • Construct a suitable table Biology for CSEC according to dispersal methods. classifying fruits and seeds GCSE Biology Correct classification of fruits and according to method of Longman Biology for CSEC seeds dispersal. • Use photos or diagrams to show features of fruits/seeds which adapt them for their method of dispersal. Describe dispersal methods and Use observations made to Photos/actual specimen/drawings of Rubric for visual aids/ adaptations of local fruits and produce a various fruits and seeds, presentations seeds. chart/pamphlet/handbook/power Construction/poster paper, crayons, point presentation skit etc. to pencil, glue/tape, computer show the dispersal methods and GCSE Biology adaptations of the local fruits Biology for CSEC and seeds. Plan an experiment to identify the These conditions include moisture, • Design an experiment to Seeds, tissue/cotton, containers e.g. • Rubric for assessing conditions necessary for suitable temperature and oxygen. X- identify conditions needed for plastic cups, beakers, jars experimental investigations. germination. ref. Primary Science germination germination to occur. • Valid variables identified experiment. • Identify variables • Include controls Conduct an experiment to • Conduct an experiment to Biology for CSEC • Rubric for assessing determine the rate of growth for a determine the rate of growth GCSE Biology experimental investigations seedling. for a seedling. • Measure accurately the length • Accuracy of measurements of the seedling. • Record the measurements. • Correct calculations • Calculate the rate of growth per day. Biology Curriculum 2010, Grades: 10 – 12 189 190 SCOPE OF WORK GRADE 12 STRAND: REPRODUCTION UNIT: ASEXUAL REPRODUCTION DURATION: 2 weeks LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Tabulate the differences Asexual Reproduction Use a table to show CXC Biology • Accuracy of differences between sexual and asexual Advantages Disadvantages the advantages and between sexual and asexual reproduction, highlighting 1. Large numbers of offspring 1. Overcrowding and competition disadvantages of Biology for CSEC reproduction the advantages and produced. may occur as offspring colonise asexual Longman Biology disadvantages. 2. Offspring can be produced the same area as parent. reproduction and for CSEC • Number of advantages and continuously. 2. If the environment is changing, sexual disadvantages included 3. Offspring can make good use of the offspring may find it difficult reproduction. favorable environmental to survive. conditions. 3. If the parent is of inferior quality 4. If parent is of superior quality the offspring will also be the offspring will be the same. inferior. Sexual Reproduction Disadvantages Advantages 1.Time and energy spent on seeking 1. Genetic variability of the species mate. is increased. 2. Offspring are not produced 2. The species is more continuously. likely to be able to adapt to a 3.Few offspring may be produced. changing environment. 4. Even if the parents are of good 3. The species may be able to quality, the offspring can be of poor colonize new areas. quality. 4. If the parents are both of poor quality, the offspring may be of better quality. Biology Curriculum 2010, Grades: 10 – 12 190 191 SCOPE OF WORK GRADE 12 STRAND: REPRODUCTION IN HUMANS UNIT: THE HUMAN REPRODUCTIVE SYSTEM DURATION: 3 weeks LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Compare and contrast the structure The sperm is a very small single cell • Use a microscope to observe Microscope, prepared slides • Correct handling and use of a of an ovum and a spermatozoon. consisting of head, neck and tail. prepared slides of ova and Internet microscope Head consists mainly of the nucleus spermatozoa. and the neck of mitochondria. The tail • Draw and label structures of Biology for CSEC • Diagrams gives mobility. The tip of the head has ova and spermatozoa after CXC Human and Social Biology a vacuole that contains enzymes. The observing prepared slides of Human Form & Function ovum is also a single cell, but is much them under a microscope. larger than a sperm. Ovum also has a • List similarities and • Correct comparison of nucleus containing chromosomes. Its differences between ova and spermatozoa and ova in a cytoplasm contains yolk. Ova move spermatozoa in a table format. suitable table very little, if at all. Compare the processes by which Spermatogenesis ongoing, ova • Read information on sperm Worksheet sperm and ova are produced. maturation for period (puberty to and ova production in menopause); many sperms produced textbook. GCSE Biology at a time, one ovum develops (a • Compare the processes for CXC Human and Social Biology • Number of valid points made; Graafian Follicle); sperms moved to producing them. Human Form & Function similarities and differences epididymis for storage, ova released to oviduct. Biology Curriculum 2010, Grades: 10 – 12 191 192 SCOPE OF WORK GRADE 12 STRAND: REPRODUCTION IN HUMANS UNIT: THE HUMAN REPRODUCTIVE SYSTEM LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Relate the events in the ovary The menstrual phase – if ovum not • Make a diagram showing the AQA Science • Accuracy of diagram during a menstrual cycle to the fertilized, it breaks down. Low levels of dates of the month (1 – 28) as GCSE Biology differences in hormone levels oestrogen and progesterone. During the the X- axis of a graph, then Biology for CSEC during a cycle. follicular phase, the pituitary produces draw (on the Y- axis) the Longman Biology for CSEC increasing amounts of follicle stimulating relative amounts of oestrogen CXC Human and Social Biology hormone (FSH) which acts on the ovary, and progesterone present Human Form & Function causing several follicles, each containing during the days of the month. an ovum, to develop. Only one follicle Label the graphs. matures. The ovaries secrete lots of • Relate the events in the ovary oestrogen. During the ovulatory phase, during a menstrual cycle to • Relationships described the hypothalamus and pituitary secrete the differences in hormone release a surge of luteinizing hormone levels during a cycle. (LH) which causes the mature follicle to burst and release the ovum. In the luteal phase, the ruptured follicle develops into the corpus luteum which secretes increasing amounts of progesterone. Outline the route taken by a Sperm made in the seminiferous tubules Use arrows and a diagram of the Black/Whiteboard, chalk, Pathway correctly indicated spermatozoon from its site of of the testes travel into epididymis then male reproductive system to markers, colored pencils, production to its release from the the sperm ducts (vasa deferentia) to the trace the path of a sperm from diagrams of male reproductive male’s body. urethra to the outside of the body, and are the testes out of the urethra system (front and side views) deposited into the top of the vagina. Biology for CSEC Longman Biology for CSEC Human Form & Function Outline the route taken by a The sperms swim through the cervix, Use arrows and a diagram of the Black/Whiteboard, chalk, Pathway correctly indicated spermatozoon after it is ejaculated uterus, into the oviduct. If an ovum is in female reproductive system to markers, colored pencils, into the vagina until it fertilizes an the oviduct, sperms become attached to it, trace the path of a sperm from diagrams of female reproductive ovum. one penetrates the ovum’s surface the vagina to the fallopian system (front and side views) membrane. The nuclei of the sperm and tube/oviduct. Biology for CSEC ovum fuse. Longman Biology for CSEC Biology Curriculum 2010, Grades: 10 – 12 192 193 SCOPE OF WORK GRADE 12 STRAND: REPRODUCTION IN HUMANS UNIT: THE HUMAN REPRODUCTIVE SYSTEM LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Make an annotated diagram of the Graafian follicle releases ovum Use arrows and a diagram of the Black/Whiteboard, chalk, Correct pathway of ovum from the pathway taken by an ovum after it (ovulation), effect of cilia and muscular female reproductive system to markers, colored pencils ovary to the uterus is released from the ovary until it contractions in oviduct/fallopian tube trace the path of an ovum from GCSE Biology is implanted into the uterine lining. causes movement of ovum. A fertilized the ovary to the uterus. Biology for CSEC ovum, zygote, divides repeatedly, CXC Human and Social Biology blastocyst (ball of cells) then an embryo. Human Form & Function Implantation in the uterus. Summarize the events of Fertilization is the fusion of the male Summarize the events of Biology for CSEC Concise and precise description fertilization. nucleus with the female nucleus. It occurs fertilization. GCSE Biology (in own words) in the oviduct. Once sperm reach the Longman Biology for CSEC ovum, each attaches itself to the ovum, CXC Human and Social Biology but only one penetrates its membrane. Human Form & Function Enzymes in the head (acrosome) of the sperm break down the wall of the ovum, preventing other sperm from entering. The nucleus of the sperm then fuses with the nucleus of the ovum. Observe a diagram of the placenta The placenta is the life support system of Identify the special features of Internet, Diagrams of the Relationships of the special and umbilical cord, examining the embryo. The placenta is a flattened, the placenta and umbilical cord placenta and umbilical cord features of the placenta and their special features. circular disc that contains blood spaces and relate these to their function. umbilical cord to their functions GCSE Biology and thousands of tiny folds called villi. clearly described Biology for CSEC The large surface area of the villi in the Longman Biology for CSEC placenta facilitates the passage of CXC Human and Social Biology materials between the mother and embryo. Human Form & Function X-ref exchange surfaces. Relate the structure of the placenta Explain how the placenta is Biology for CSEC Relationships between the to its role in absorption, gas adapted for its role after GCSE Biology structure of the placenta and its exchange, and excretion. observing a diagram of the Longman Biology for CSEC roles placenta and umbilical cord. CXC Human and Social Biology Human Form & Function Biology Curriculum 2010, Grades: 10 – 12 193 194 SCOPE OF WORK GRADE 12 STRAND: REPRODUCTION IN HUMANS UNIT: THE HUMAN REPRODUCTIVE SYSTEM LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Compare the features of a foetus in Development of limbs, proportion of Observe photographs or posters Diagrams showing major Number of valid points; accuracy the three trimesters. head and trunk, definition of digits, Complete a table comparing developments in the foetus each of comparisons development of eyes, ears, heart. features at 3, 6 and 9 months or month during pregnancy. 1, 3, 6 months or 2, 5 and 8 CXC Human and Social Biology months. GCSE Biology Human Form & Function Suggest factors that influence the Heredity, nutrition, hormones, bio- Suggest factors that influence the News articles Plausible suggestions growth rate in humans. technology growth rate in humans. Longman Biology for CSEC Interpret percentile graphs Age, gender Interpret percentile graphs Data and graphs showing height and • Correct interpretations made showing height or weight. showing height or weight to weight for children determine average height/weight for a given age and gender. GCSE Biology • Compare given heights and • Valid inferences made weights for an age and gender to form an inference whether the person is overweight/ underweight, tall or short. Compare the features of the main Age groups: 0 – 18 months, 2 – 5 • Observe diagrams showing Diagrams (unisex) of humans at five developmental stages in humans. years, 6 – 12 years, 13 – 18 years, 55 – humans at different ages stages of development (age groups) 70 years. • Compare the main features of development in humans. Human Form & Function Number of features observed • Construct a table to compare GCSE Biology Comparison of features at the five features. CXC Human and Social Biology stages Formulate a hypothesis as to the Number of persons in the reproductive Formulate a hypothesis as to the Biology for CSEC Plausible hypothesis with valid rate of population growth on the age group, number of offspring per rate of population growth GCSE Biology reasons island. family, number of persons not having (locally) on the island. children. Biology Curriculum 2010, Grades: 10 – 12 194 195 SCOPE OF WORK GRADE 12 STRAND: REPRODUCTION IN HUMANS UNIT: THE HUMAN REPRODUCTIVE SYSTEM LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Compare population growth rates China, Japan, a European, African, • Select three countries from Internet in three countries and any Latin American, Caribbean different regions (include measures taken by government to China). Human Form & Function control the growth rate. • Conduct/research to find the Rubric for assessing research growth rates and measures take by the government relative to growth rate. • Make an oral presentation to Rubric for assessing oral compare the growth rates and presentations related government initiatives / programmes. Suggest economic implications of Cost for providing food, education, • Class discussion Biology for CSEC rapidly growing populations. health care, jobs, utilities • Suggest economic GCSE Biology implications of rapidly CXC Human and Social Biology Plausible suggestions made growing populations. Human Form & Function Suggest social implications of High unemployment – inadequate Suggest social implications of GCSE Biology Plausible suggestions made rapidly growing populations. housing, dysfunctional families, rapidly growing populations. CXC Human and Social Biology violence, crime, illiteracy, depression, Human Form & Function suicides, drug abuse, physical, mental & emotional illness. Research the scientific and In vitro fertilization; fertility drugs; • Research the use of GCSE Biology Rubric for assessing research economic impact of bio- determination of congenital disorders biotechnology in human CXC Human and Social Biology technology on human during pregnancy; genetic map allows reproduction. reproduction. determination of features. • Write a statement outlining Number of points included; More people are able to have children; personal views on its scientific and economic impacts; extended reproductive year;, multiple scientific and economic personal view articulated clearly births; selectivity in children’s impact. appearance, more babies survive. Biology Curriculum 2010, Grades: 10 – 12 195 196 SCOPE OF WORK GRADE 12 STRAND: REPRODUCTION IN HUMANS UNIT: THE HUMAN REPRODUCTIVE SYSTEM LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Classify sexually transmitted Chlamydia, monilia, trichomonas, Draw a table, classifying STIs by Internet Accuracy of classification diseases in a tabular format by the herpes, HIV/AIDS fungal diseases the agent causing them. Include GCSE Biology causative agents. (thrush/ Candidiasis) symptoms of each disease, and Biology for CSEC method of treatment. CXC Human and Social Biology Research the scientific and A clone is a member of a population • Survey at least ten persons Scientific articles • Rubric for assessing economic impact of cloning and of genetically identical cells produced soliciting their viewpoints on GCSE Biology investigations summarize the findings in a news from a single cell. After years of cloning animals and humans Biology for CSEC bulletin. research, many scientists concluded then that it was impossible to clone a • Prepare a news bulletin • Rubric for assessing visual aids mammal. However, in 1997, the summarizing the scientific Scottish scientist Ian Wilmut cloned a and economic impact of 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. Defend the legality and morality of • Debate the pros and cons of Internet, Scientific journals • Rubric for assessing oral cloning. cloning humans and other GCSE Biology presentations animals. Biology for CSEC CXC Human and Social Biology • Write a persuasive essay for or against the cloning of • Accuracy and persuasiveness of humans. content of essay Biology Curriculum 2010, Grades: 10 – 12 196 197 APPENDIX I RUBRIC FOR ASSESSMENT What is Rubric? Rubric – a set of guidelines for assessment which states the characteristics and/or dimensions being assessed with clear performance criteria and a rating scale. – Policy on Assessment and Evaluation published by the Scarborough Board of Education, 1977. A scoring rubric consists of: • A fixed scale • A list of characteristics/criteria describing performance for each of the points on a scale. • Clear performance targets for students. How to design a Rubric • Select a result/results based on a learner outcome that will be assessed. • Describe a superior performance. • Describe a low-level performance. • Set different level performances between the high and low level performances described. • Explain the scoring criteria to students. • Use examples to assist students in using the rubric as a means of demonstrating their understanding. Examples of Rubric are included in this document to assist teachers in effectively using alternative methods of assessment. However, the use of Rubric for assessment is not limited to the categories shown. Teachers are encouraged to develop similar Rubric to assess learner outcomes or student activities that are not included. Additionally, teachers are expected to develop score sheets based on the criteria. An example is shown. RUBRIC SCORE SHEET FOR ASSESSINGVISUAL AIDS Students’ Names or Groups Biology Curriculum 2010, Grades: 10 – 12 198 Visual appeal Use of space Comprehension of assignment Content – information English Effectiveness in making a point Creativity TOTAL Percentage GENERAL RUBRIC FOR VISUAL AIDS (posters, pamphlets/brochures, fliers, PowerPoint presentations) Criteria Exemplary Proficient Satisfactory Incomplete/ Unsatisfactory 4 3 2 Below U standard 1 Visual appeal Very attractive Attractive More than one One colour One colour font, colour scheme, colour scheme, colour font, font, legible font is not easily bold, easily- legible writing, legible writing, writing. read. read writing, attractive and a graphic used. very attractive appropriate and graphics. appropriate graphics. Use of space Visual display Visual display Visual display Visual display Visual display effectively effectively covers covers 50 – covers less than covers at least covers approximately 66% of the 50% of the space 90% of the approximately 67% of the space available. space 75% of the space available. available. space available. available. Comprehension Display shows Display shows Display shows Display is Apparent of assignment an excellent an good some related to the misunderstanding understanding understanding understanding topic but does of the of the intent of the intent of the not satisfy the assignment. and focus of and focus of assignment. focus of the the the assignment. assignment. assignment. Content – Includes the Includes the Information Less than 50% Insufficient information necessary necessary included is of the required information, information, information, correct. information is some information avoids information is However, only included. included is unnecessary correct, also some of that incorrect. information, includes needed is information is unnecessary included along correct and information. with some current. unnecessary information. English Vocabulary Vocabulary Correct Grammatical Grammatical and ideally suited appropriate for grammar and or spelling spelling errors. for target target group, spelling. errors. group, correct correct grammar and grammar and spelling. spelling. Effectiveness Display is very Display makes Display makes Information No evidence of in making a effective in a point a point (covers does not show structure or point marketing its strongly. its theme). connection. sequence. message. Creativity A very high A good Some Creativity Little or no level of standard of creativity shown in evidence of creativity creativity shown in visual creativity. shown in shown in visual appearance or visual visual appearance as in the appearance as appearance as well as in the message. well as in the well as in the message. message. message. Grade A 86 – 100 B 71 – 85 C 56 – 70 D 41 – 55 F 40 and lower Biology Curriculum 2010, Grades: 10 – 12 199 GENERAL RUBRIC FOR ORAL PRESENTATIONS (rap, song, poem, speech) Criteria Exemplary Proficient Satisfactory Incomplete/ Unsatisfactory 4 3 2 Below U standard 1 Preparedness Completely Seemed well- Somewhat Did not seem Appeared to prepared and prepared but prepared, but prepared to have made no had obviously could have spent seems not to present. effort to prepare. rehearsed. more time have rehearsed. rehearsing. Sound appeal Very attractive Attractive beat Consistent beat Consistent Lyrics were beat or rhythm or rhythm used or rhythm used beat or rhythm presented with used with with good with variations used with no no outstanding variations of of voice variations in accompanying variations of voice intonation or voice sounds. voice intonation intonation and volume. intonation and and volume. volume. volume. Time/length Duration was Duration was Duration was Duration was Duration was for the required longer or longer or longer or longer or shorter time. shorter than the shorter than the shorter than the than the time time allotted by time allotted by time allotted by allotted by 41 – 0 – 20% of 21 – 30% of 31 – 40% of 67% of duration. duration duration. duration. Enthusiasm Facial Facial Facial Very little use Little enthusiasm expressions and expressions and expressions and of facial was shown by body language body language body language expressions and the presenter(s). evoked a strong sometimes were used to body language. interest in and evoked a strong spark interest Did not evoke enthusiasm interest in and and enthusiasm interest or from the enthusiasm from the enthusiasm audience. from the audience but the from the audience. expressions audience. seemed faked. Content – Included the Included the Information Less than 50% Insufficient information necessary necessary included was of the required information was information information correct. information given, some of which was which was However, it was included. which was correct and correct. included incorrect. current. Unnecessary necessary as Unnecessary information well as some information was was not unnecessary not included. included. information. English Speaks clearly Speaks clearly Speaks clearly Mumbles at Mumbles most and distinctly and distinctly and distinctly one or two of the throughout the throughout the for most of the points, more presentation, presentation, presentation, presentation, than two mispronunciation does not mispronounced mispronounces grammatical and grammatical mispronounce one and two key vocabulary errors. errors. words. words. or makes one or two grammatical errors. Effectiveness Song etc. was Song etc. Song etc. Information in Lyrics did not in making a very effective made a point made a point the song etc. portray a theme. point in marketing strongly. related to the was disjointed. its message. topic. Creativity A very high A good Some Creativity Little or no level of standard of creativity shown in evidence of creativity creativity shown in sound sound appeal creativity shown. shown in shown in sound appeal as well or in the sound appeal appeal as well as in the message. as well as in as in the message. the message. message. Grade A 86 – 100 B 71 – 85 C 56 – 70 D 41 – 55 F 40 and lower Biology Curriculum 2010, Grades: 10 – 12 200 GENERAL RUBRIC FOR RESEARCH PROJECTS (surveys, research information) Criteria Exemplary Proficient Satisfactory Incomplete/ Unsatisfactory 4 3 2 Below standard U 1 Information Used a variety Used many Used many Two or three One source sources of relevant sources of two sources of one sources were used and sources (three types. Cited all type (e.g. used. referenced. or more sources. textbooks, different types Internet, and several of journals, each type of magazines, source). Cited questionnaires). all sources. Sources were referenced. Sources had All sources Most sources Some sources One source had No source had data to support (but one) had had data to had data to data to support data to support claims data to support support claims. support claims. claims. claims. claims. Extracted All information All information Some relevant Little relevant Little relevant extracted was extracted was and some information information information relevant to the relevant to the irrelevant was extracted. was extracted; topic. topic. information it was mainly However, no was extracted. irrelevant. information was given for one aspect. Paraphrased All information Most Some Most All information information extracted was information information information was copied paraphrased was was was copied from sources. and well- paraphrased paraphrased. from sources. written. and well- However, written. copied portions were not indicated. Organized Information Information is Information Information Information information was very clearly and was clearly and was was written clearly and sequentially sequentially sequentially haphazardly. sequentially organized. organized. organized. organized. The Logically position was stated position logically stated with supporting with supporting data. data. Alternative points of view were included. Synthesized Project clearly Project Project showed Project showed Notes shown and articulately showed: problem, problem, on aspects of showed: problem, hypothesis, hypothesis, the project. problem, hypothesis, method of method of hypothesis, method of research, research, method of research, literature findings. research, literature reviewed, literature reviewed, findings, reviewed, findings, analysis of findings, analysis of findings, analysis of findings, position (one findings, position. missing). position. Grade A 86 – 100 B 71 – 85 C 56 – 70 D 41 – 55 F 40 and lower Biology Curriculum 2010, Grades: 10 – 12 201 GENERAL RUBRIC FOR INVESTIGATIONS (experiments, experimental report) Criteria Exemplary Proficient Satisfactory Incomplete/ Unsatisfactory 4 3 2 Below U Standard 1 Hypothesis Correct Correct purpose Stated a States a States a purpose and was clearly purpose that purpose that is purpose that is explanation of stated. was correct. incorrect. incorrect and purpose were irrelevant. clearly stated. Sequence Aim, One (sub- Two (sub- One missing More than two Apparatus, heading) missing headings) and two out of missing or out Materials, or out of missing or out sequence. of sequence. Procedure, sequence. of sequence. Observations, Results, Conclusion (given in sequence). Procedure/Met Clear step-by- Step-by-step Two steps An account A few steps hod step description missing or written which are recorded. description of written diagrams not includes most experimental description with labeled. steps but not procedures; one step missing, clearly and labeled labeled diagrams sequentially diagrams used. included. recorded. Observations All All obvious One obvious Two More than two observations observations observation observations observations made and made and missing, clear missing or missing. recorded in a recorded in a format for format for clear format. clear format. recording. recording is not clear. Results All data clearly One reading Readings not to Readings not A few readings recorded with missing; data highest level of to highest level recorded with units to the clearly recorded accuracy but all of accuracy no units. highest level of with units to the recorded with and not accuracy. highest level of units in a clear recorded accuracy. format. clearly. Conclusion Conclusion is Logical Logical Obvious Results stated logically drawn conclusion conclusion but conclusion as a from data and drawn, general not connected drawn, not conclusion. stated as a reference to data, to data. Written connected to relationship–in stated as a as a series of data, general terms. summary statements. hypothesis or conclusion. aim. Handles Handles Handles Handles Handles Uses apparatus apparatus and apparatus apparatus apparatus apparatus or and materials materials correctly, correctly, correctly, materials with much handles handles materials handles correctly, two assistance materials appropriately materials or three given. appropriately and safely, one appropriately, reminders and safely, no or two reminders one or two given. help needed. given. reminders given. Error Identifies all Identifies all but Identifies Suggests Does not main sources one main sources sources of error. possibility of address of error and of error and error but Possibility of explains effect explains effect identifies no error. on results. on results. sources. Grade A 86 – 100 B 71 – 85 C 56 – 70 D 41 – 55 F 40 and lower Reference: www.accessexcellence.org Biology Curriculum 2010, Grades: 10 – 12 202 GENERAL RUBRIC FOR FIELD WORK (field trips) Criteria Exemplary Proficient Satisfactory Incomplete/ Unsatisfactory 4 3 2 Below U standard 1 Organization/ Read and Read and Read Read Did not systematic comprehended comprehended instructions instructions, participate or investigation instructions first. instructions first. Gathered gathered individuals in the Gathered the first. Gathered the necessary equipment. group performed necessary the necessary equipment. Members of the tasks randomly/ equipment. equipment. Group worked group haphazardly. Organized Organize together. performed tasks functions/tasks functions/tasks but not in for group for group sequence. members. members. Worked systematically. Following Followed all Followed all Followed Followed some Failed to follow instructions instructions. instructions most instructions. most instructions. Made except one. instructions. adaptations when necessary. Use of Used equipment Used equipment Used Used equipment Did not use all equipment safely and safely and equipment correctly but equipment correctly correctly with safely but unsafely. correctly and no without some assistance with much evidence of safety additional (reminders). assistance techniques used. assistance. needed. Collection of Required number Required Most of the Some of the Few readings data of readings taken number of required number of were taken. – additional done readings taken. number of readings taken. Readings were not to verify Readings all readings taken Readings for at regular anomalies. taken at Readings all some intervals intervals. Readings all required taken at missing. taken at required time/place etc. required time/place etc. time/place etc. Observations All possible Most Some Most Few, obvious observations observations observations observations observations made and made in detail made in made as general made. described in and the others detail. or obvious detail. as obvious observations. observations. Teamwork Performed all Performed all Performed all Performed most Performed few assigned duties assigned duties assigned assigned duties. duties. Did not efficiently. efficiently. duties. Worked support other Supported other Supported other independently. group members. group members. group members. Refused to Readily provided perform additional additional tasks. assistance as was needed. Safety Adhered to all Adhered to all Adhered to Caused another Action(s) rules of conduct. rules of most rules of student to break responsible for Reminded others conduct. conduct. a rule. jeopardizing the to keep the rules. safety of another participant. Sensitivity to Demonstrated Demonstrated Demonstrated Required Actions caused a the sensitivity to the sensitivity to sensitivity to frequent negative reaction environment environment at the environment the reminders to or damage to the all times and at all times. environment avoid negatively environment. reminded others most times. impacting the to do so. environment. Grade A 86 – 100 B 71 – 85 C 56 – 70 D 41 – 55 F 40 and lower Biology Curriculum 2010, Grades: 10 – 12 203 GENERAL RUBRIC FOR MODELS Criteria Exemplary Proficient Satisfactory Incomplete/ Unsatisfactory 4 3 2 Below standard U 1 Representation Included all the Included all the Included some Included few of Incomplete of Components necessary necessary of the necessary the necessary model or components, no components, no components, no components, or model did not unnecessary or unnecessary or unnecessary or unnecessary or accurately unrelated parts unrelated parts unrelated parts unrelated parts represent the were included. were included. were included. were included. object. Components Components did Components Components did accurately not accurately accurately not accurately represented represent the represented the represent the (appearance) object. object. object. object. Proportions of All components All components Some Few Components Components made in correct made in correct components components did not made (proportional) (proportional) made in correct made in correct in correct dimensions. All dimensions. (proportional) (proportional) proportions. components made Some dimensions. dimensions. in correct components Some Components proportion to made in correct components were not in each other and the proportion to made in correct correct overall model. each other and proportion to proportion to the overall each other and each other or to model. the overall the overall model. model. Materials All materials used All materials Some materials Few materials Some materials Used. were appropriate, used were used were used were used were non-hazardous, appropriate, appropriate. appropriate inappropriate inexpensive and non-hazardous and at least one easily available. and was unsafe. inexpensive. Construction Much care taken Much care The structure The structure The structure in the taken in the was fairly well- was fairly well- was falling construction construction fitted and neat. fitted. apart and process. The process. The untidy. model was neat, model was neat durable and and well-fitted well-fitted. but not durable. Overall Very attractive Attractive More than one One colour No attempt to Appearance colour scheme colour scheme colour used. used. Structure make the used. Bold, used. Structure Font used was was very small structure easily-read was appropriate legible. or too large. attractive. writing used. size. Structure was Structure was appropriate appropriate size. size. Creativity A very high level A good standard Some creativity Creativity Little or no of creativity of creativity shown in visual shown in visual evidence of shown in visual shown in visual appearance as appearance or creativity. appearance as appearance as well as in the in the message. well as in the well as in the message. message. message. Information Includes the Includes the Information Less than 50% Insufficient Displayed necessary necessary included is of the required information, information, information, correct. information is some avoids information is However, only included. information unnecessary correct, also some of that included is information, includes needed is incorrect. information is unnecessary included along correct and information. with some current. unnecessary information. Grade A 84 – 100 B 71 – 85 C 56 – 70 D 41 – 55 F 40 and lower Biology Curriculum 2010, Grades: 10 – 12 204 APPENDIX II BIBLIOGRAPHY A Guide for Curriculum Writers, Delbert Mueller; University Press of America A Handbook of Content Literacy Strategies: 75 Practical Reading and Writing Ideas; Elaine C. Stephens and Jean E. Brown, Christopher Gordon Publishers Bahamas Environmental Handbook Bahamas Environmental Protection Manual Bahamas National Trust – Coral Reef Handbook Bahamas National Trust Whiteland Coppice; Blackland Coppice; Pine Forest Biology Exploring Life, Second Edition Gil Bruni , Larry Mc Kane Gerry Karp Bush Medicine – Martha Smith Caribbean Biology – An Integrated Approach Compiled Documents – BREEF Marine Conservation Workshop Exploring the Bahamian Pine Forest – A Teacher’s Resource Bahamas National Trust Fact Sheets from Bahamas National Trust Fact Sheets from Ministry of Environment From Plato to Piaget, William Cooney, Charles Cross, Barry Trunk; University Press of America Guide to Corals & Fishes of Florida, The Bahamas and The Caribbean; Idaz & Jerry Greenberg Human and Social Biology of the Tropics, Phil Gadd Integrated Science Activity Book Prentice Hall nd Marine Life of the Caribbean 2 Ed – Alick Jones & Nancy Sefton; Macmillan Education Limited Modern Biology for Secondary Schools, Sarojini T. Ramalingam, SheilaPereira, Africana FEP Publishers Limited in association with FEP International Private Limited Senior Biology 2 Student Resource and Activity Manual 2002 Published by: Biozone International Ltd Treasures in the sea – An Educator’s guide to Teaching Marine Biodiversity; Bahamas National Trust & American Museum of Natural History Understanding by Design Grant Wiggins and Jay McTighe; ASCD Wondrous West Indian Wetlands – Mangroves of the Caribbean- An identification Guide Wondrous West Indian Wetlands Teacher’s Resource Book TEXTBOOKS Atwaroo-Ali, Linda, Series Editor: Dr. Mike Taylor (2009). Biology for CSEC. Macmillan Caribbean ISBN 978-0-230-03482-2. Bradfield Phil, Potter Steve (2004). Longman Biology for CXC. Pearson Longman. ISBN 0-582-82765-5. Fullick, Ann, Series Editor: Lawrie Ryan (2006). AQA Science, GCSE Biology. Nelson Thornes, ISBN 978-0-7487-9641-0. th Gadd, Phil, Series Editor: Dr. Mike Taylor (2007). CXC Human and Social Biology (5 Edition). Macmillan Caribbean ISBN 978-1-4050-8367-6. Mackean, D. G. (2008). GCSE Biology (third edition. Hodder Murray, ISBN 978-0-7195-8615-6. Minett, Pamela; Wayne, David; Rubenstein, David (1989). Human Form & Function. UNWIN HYMAN ISBN 0-7135-2714-5. Biology Curriculum 2010, Grades: 10 – 12 205 APPENDIX III SUPPLIES FOR SENIOR HIGH SCHOOL BIOLOGY Item No. Quantity Description 1 18 Beakers, Pyrex, squat form with rim, markings and spout, 1 litre 2 48 Beakers, Pyrex, squat form with rim, markings and spout, 600 ml 3 36 Beakers, Pyrex, squat form with rim, markings and spout, 400 ml 4 48 Beakers, Pyrex, squat form with rim, markings and spout, 250 ml 5 36 Beakers, Pyrex, squat form with rim, markings and spout, 100 ml 6 24 Measuring Cylinders, glass, graduated with spout, 250 ml 7 30 Measuring Cylinders, glass, graduated with spout, 100 ml 8 12 Measuring Cylinders, glass, graduated with spout, 50 ml 9 6 Measuring Cylinders, glass, graduated with spout, 500 ml 10 36 Conical Flasks, narrow mouth, Pyrex, 250 ml 11 30 Test tube Holders, all metal 12 36 Tongs, crucible, mild steel, bowed 150 mm 13 24 Racks, wooden, with drying pegs for both test tubes and boiling tubes, 6 holes 14 36 Bunsen burners, propane 15 30 Wire gauze, stainless steel with ceramic centre 16 36 Evaporating Basins, flat-bottom, porcelain with spout, 100 ml 17 72 Thermometers, red spirit filled, range -10/110°C x 1.0 divs, 305 mm length 18 36 Tripod stands, enameled cast iron, 125 mm sides, 200 mm height 19 24 prs Petri Dishes (with covers), borosilicate 100 x 20 mm 20 300 Petri Dishes (with covers) 21 60 Spotting tiles, 12-cavities, white plastic 22 48 Teats and pipettes, complete assembly, 30 ml 23 24 Reagent Bottles with stoppers, 250 ml 24 48 Bottles, wide mouth, clear glass, powder type with black plastic screw cap, 250 ml 25 4 Flasks, 500 ml flat-bottom 26 24 Thistle funnels, glass 200 mm 27 2 Balance, Ohaus portable electronic, 200g capacity, readability 0.01 g 28 6 Balance, single pan, 4 beam hanging, capacity 311g, readability 0.01 g 29 12 Counters, tally, hand held 30 1 pk. Cork Stoppers, assorted sizes (no holes) 31 2 sets Cork borers size 1 – 6 32 12 pks. Litmus paper, red 33 12 pks. Litmus paper, blue 34 1 reel Universal Indicator Paper 35 12 pks. Cobalt Chloride paper 36 12 pks. Potassium Iodide paper 37 100 Test tubes, pyrex 38 48 Boiling tubes, pyrex 39 48 Stirring rods 40 Microscope slides 41 Microscope cover slips 42 18 Microscopes, compound monocular BMS 3 AF x 5, x 10, x 40 43 6 Sphygmometer 44 12 Safety Goggles, wrap around frame, contoured nose piece, polycarbonate lens, vented side shield 45 100 Safety Gloves, natural latex, large 46 20 Aprons, splash & chemical resistant 47 1 Goggle storage bag, 15 pockets, holes for wall attachment 48 1 Laboratory Safety poster 49 1 Laboratory Safety Techniques poster 50 50 Brushes test tube, nylon with cotton end, (12 – 16 mm test tube) 51 30 Spatulas, spoon end, nickel 150mm 52 1 Potometer, Gangongs 53 30 Rules, wooden, horizontal reading, 1 m, 54 50 Bottles, wash, polythene, general purpose, 250 ml 55 20 Bottles, dropping, “Polystop” clear glass 30 ml Biology Curriculum 2010, Grades: 10 – 12 206 SUPPLIES FOR SENIOR HIGH SCHOOL BIOLOGY Item No. Quantity Description 56 1 Mini torso with detachable head, half size, 12 parts 57 1 Eye model, 6 part – 5 x life size 58 1 Ear model, 5 x life size 59 1 Kidney, nephron and Malpighian corpuscle mounted on one baseboard 60 1 Heart model, basic model 61 1 Dicotyledonous flower model 62 1 Cell with details of organelles model 63 1 T. S. Dicotyledonous Leaf (tissues) 64 12 Dissecting Kits, student in canvas roll 65 12 Dissecting (pans with wax) boards 66 24 Magnifiers, folding pocket, 25 mm, double x 5, x 10 67 1 Biology slide set (50 slides) 68 2 sets Basic histology prepared slide set 69 2 sets Cell division prepared slide set 70 1 Skin section model, 70 x full size 71 1 Male pelvis model 72 1 Female pelvis model 73 1 Kidney with adrenal gland 74 2 GCSE Biology CD-ROM set of three CDs 75 Pipe cleaners 76 1 pk. Cotton/wool 77 6 boxes Molecule models 78 12 Thistle funnels 79 Visking tubing 80 Craft materials e.g. scissors, construction paper, glue 81 Plasticine 82 Rope 83 PVC pipe Buckets Binoculars Item No. Quantity Description 84 1 Ethanol, Absolute, 250 ml size 85 1 Hydrochloric Acid, reagent grade 1.5 litre size 86 1 Sodium Hydroxide pellets, size 500g 87 1 Sulphuric Acid 88 1 Benedict’s solution, qualitative, 500 ml 89 1 Biuret solution, 500 ml 90 Amylase solution 91 Food colouring 92 Potassium permanganate 93 Iodine solution, 500 ml Item No. Quantity Description 94 24 AQA Science, GCSE Biology, Ann Fullick; Nelson Thornes 95 12 Marine Life of the Caribbean 96 12 Caribbean Biology Biology Curriculum 2010, Grades: 10 – 12 207 APPENDIX IV PREREQUISITES FOR TENTH GRADE BIOLOGY KNOWLEDGE Students should be able to: • Use Linnaeus’ System of Classification. • State the characteristics of seven phyla of invertebrates and be able to classify invertebrates into the phyla and arthropods into classes. • State the characteristics of organisms in the Monera and Protist Kingdoms. • Classify organisms into three groups of feeders (herbivores, carnivores, omnivores). • Correctly use the terms: herbivore, carnivore, omnivore, producer, consumer, population and community. • Construct a simple food chain. • Explain a simple food web. • Understand feeding relationships i.e. can interpret food chains and webs. • Identify local endangered organisms and common invasive organisms. • Describe the external appearance, life history and economic importance of: spiny lobster, Nassau grouper, queen conch and white crab. • Identify main land pollutants and describe the negative effects of these pollutants. • Explain the Carbon Cycle. • Identify the organelles of a cell as seen under a light microscope and state their function. • Identify specialized plant and animal cells. • Describe the organization of cells. • Identify and state the functions of the parts (including teeth) of the Human Digestive System. • Describe the process of digestion of food throughout the alimentary canal. • Name the food nutrients, state their use in the body, identify foods that are rich in them and state deficiency disorders. • Demonstrate an understanding of a balanced diet. • Identify positive results for food tests on starch and fats. • Describe methods of food preservation. • Describe the competition between demand for marine food (conch, grouper, lobster) and the need for conservation measures for sustainable supply. • Explain the relationship between: atoms and ions, elements and compounds, mixtures and solutions. • Identify parts of word equations and explain basic equations. • Label the main external parts of: dicotyleonous herbaceous plant; dicot root system and leaf; monocot root system and leaf. • Label parts of the Human Reproductive Systems. • State the function of the parts of the male and female reproductive systems. • Identify the signs of puberty and menopause. • Explain the menstrual cycle. • State the sequence of events in fertilization. • Explain how fraternal and identical twins are formed. • Label the structures shown in a diagram of a foetus in the uterus. • Describe the stages in birth. • Classify common contraceptives and rate their effectiveness. • State the signs, symptoms and causative agent of gonorrhoea, syphilis, herpes, AIDS. • Simply explain the principle of reflection and refraction of light. • Simply explain the principle of reflection of sound. • Explain the difference in speed of sound through different materials. • Describe the principle of simple levers and how they work. Biology Curriculum 2010, Grades: 10 – 12 208 SKILLS Students should be able to: • Count organisms. • Follow instructions to make a piece of equipment. • Measure accurately using a metre ruler, measuring /graduated cylinder, thermometer, triple-beam balance. • Use a stirring rod, beaker, measuring /graduated cylinder, thermometer, triple-beam balance and compound light microscope correctly. • Prepare a wet slide. • Observe features of specimens viewed with a microscope. • Observe changes in reactants during an experiment. • Observe differences between given organisms. • Use features of organisms to classify them into kingdoms/phyla. • Use feeding habits to classify organisms. • Classify foods into food groups. • Perform food tests for starch and fats. • Use external features of an organism to make inferences about its habitat or mode of life. • Draw valid conclusions based on observations and/or results obtained from investigations. • Create posters, poem/song/rap, skit to describe or explain information. • Demonstrate the relationships between cells, tissues, organs and systems • Recognize the relationship between a food web and food chain. • Predict the effect of the increase of a plant population on the population of its herbivorous consumers. • Calculate averages and percentages. • Construct and interpret pie and bar graphs. • Follow instructions (verbal and pictorial) to conduct an experiment. • Write an experimental report in the accepted format. • Identify parts of the scientific method. • Read information from several sources to synthesize a response to a question or formulate a statement on a topic. • Compare and contrast features or identify and compile advantages and disadvantages. Biology Curriculum 2010, Grades: 10 – 12 209 Scientific Literacy is an essential support for sustainable development in the global economy. It therefore stands to reason that one of the main goals of the Science Instructional Programme would be the promotion of Scientific Literacy. The benefits that accrue from the promotion of Scientific Literacy in the curriculum are numerous. For, as Scientific Literacy increases, so does the students’ appreciation of the application of scientific principles to problem solving. In addition, students are encouraged to focus their creative energies, spawned by alert inquiring minds, to produce positive end results that can be of economic, social and emotional value to themselves and society. As educators zealously attempt to prepare students for coping with the challenges of life in a technology driven world, care should be taken to incorporate current and innovative practices in the Science Instructional Programme. These and other instructional strategies will:  Motivate students to increase their understanding of the subject through practical immersion and discovery encounter experiences.  Increase the effectiveness of Science instruction  Build students’ confidence and competence  Heighten students’ expectations  Promote higher overall achievement This section is intended to provide teachers at the primary level with a wide range of perspectives and innovative practices for implementing an effective Science Instructional Programme. These strategies comprise:  Inquiry-based Learning  Constructivism  Bloom’s Taxonomy  Process Skills Development  Use of the Scientific Method  Cooperative Learning Technique  Student-centred vs Teacher-centred Learning  Multiple Intelligences and Learning Styles  Assessment Strategies  Information Technology Linkages  Science Safety Biology Curriculum 2010, Grades: 10 – 12 210 210 Inquiry–based Learning places emphasis on experiential learning; where practical “hands- mistakes. Some of the greatest scientific discoveries come after many failures and on” activities are used to motivate students to focus their innate curiosities and inquiring disappointments. minds on problem solving through the application of scientific principles. Inquiry–based learning goes beyond providing students with opportunities for practical, Proponents of the traditional “lecture method” of instruction (i.e. imparting information “hands–on” experiences to illustrate established scientific principles e.g. giving them directly from text books with limited or no opportunity for students to engage exploration, batteries, bulbs, and wires to show the concept of current electricity. This strategy takes the questioning and discovery skills) are rapidly being convinced that this strategy (with respect learning process to a different level e.g. It may challenge students to use the batteries, bulb, to the teaching of Science) is very ineffective, and when compared with other modern wire and additional materials to develop something useful for a deaf person or something that approaches is now obsolete. can assist with a specific chore, homework assignment, etc. Research has shown that frequent use of the lecture method especially with regards to the The inquiry–based approach to the teaching of Science is key to effective and meaningful teaching of Science results in diminished student expectation and achievement. Research instruction as it encourages students to: “shows that people don’t learn science by absorbing stuff that has been poured unto them (via ♦ Critically evaluate situations lectures) but rather by constructing meaning out of experiences that the teacher provides.” ♦ Frame their own questions Wendy Saul, Science Education Analyst; University of Maryland, Baltimore County, U.S.A. ♦ Develop diverse strategies for coping with problems in their environment ♦ Cultivate organizational and creative skills In Inquiry–based Learning, opportunities are provided that create an environment that ♦ Assume leadership roles and be self motivated enable students to gain experience as a result of Science exploration. Practical experiences ♦ Be accountable for their learning are provided and open-ended questions asked to encourage experimentation that does not ♦ Collaborate and communicate with one another necessarily have a known outcome and that will lead to testable questions. During this ♦ Develop team interaction skills experimentation, students are encouraged to take risks and are therefore, not afraid to make Biology Curriculum 2010, Grades: 10 – 12 211 211 Constructivism is closely related to Inquiry-based Learning therefore, effective application Providing students with “hands-on” experiences that reinforce ideas or perceptions that they of Inquiry-based Learning is enhanced by Constructivism. Constructivism means already have results in them assimilating or absorbing new concepts easily. The knowledge generating meaning by connecting what is to be learned with personal knowledge that has that the students construct from the information that they receive as a result of these “hands - been constructed from past experiences. “A Constructivist is one who believes that the on” activities makes sense and is easier for them to relate to and apply to their everyday life learner is responsible for constructing knowledge and, therefore, the responsibility for and their environment. learning must be returned to the child.” Ebenezer & Conner 1998, Learning to Teach Science, Constructivists probe students’ knowledge base, examine and classify their concepts then A Model for the 21ST Century. provide them with opportunities to share and debate common knowledge. They then convert Students’ understanding of the world is moulded by their experiences. As they think about and expand students’ knowledge by asking open-ended questions and presenting problems these experiences, their views and beliefs, they construct personal meaning and acquire which cause them to gain new understanding of the concepts being taught. By doing this they knowledge. Constructivists advocate that students should not be expected to just accept challenge and promote conceptual change. knowledge and skills developed over the years and imparted by the teacher. Instead they When using the Constructivism Theory, it should be noted that there are times when become “active seekers” of knowledge as inquiry is encouraged and they discover and knowledge has to be imparted directly by the teacher in a detailed and explicit way. Although decipher things for themselves. many benefits can be accrued from utilizing the Constructivism Theory if it is not used In using Constructivism, teachers become facilitators that create stimulating environments properly, learning may become sporadic and disorganized. Although students should not be with a variety of “hands-on” experiences that empower students to explore. The teacher’s stifled in their exploration to acquire knowledge, when using this theory it is important to: main role is to provide experiences that help students make connections between what is ♦ Set clear precise goals for the knowledge and skills that the students are expected to learned and what they already know or believe. More learning takes place when students acquire become active participants in the learning process and are “allowed to make their own sense ♦ Communicate these goals to the students and ensure that they are understood out of the world.” ♦ Organize assignments in a clearly planned sequence ♦ Provide guidance for the students Biology Curriculum 2010, Grades: 10 – 12 212 212 Students can express objective and subjective opinion supported by fact. It is the ability to detect fallacies in reasoning based on facts and the ability to judge Decide, rate, evaluate, dispute, STEPPING UP TO HIGHER LEVELS OF THINKING Evaluation discuss, verify, judge, grade, choose, assess, select, conclude, have Students are able to create a new body of information from discussion, panel, give opinion, give Benjamin Bloom is accredited with identifying a list of previous information. It is the ability to put elements together to verdict, recommend, debate form a new pattern with an emphasis on originality and creativity. behavioural terms that are reflective of various levels of learning. This list is referred to as Bloom’s Taxonomy compose, imagine, infer, hypothesize, invent, create, and it enables us to better understand the cognitive level Synthesis estimate, produce, forecast, design, predict, film, at which students process information. Students that formulate, invent, write poem, devise, develop, create process information at the higher levels develop critical Students break an idea into its parts, and show that project, create new game, write story, media, thinking skills and are able to analyse, synthesize, and they understand their relationship, organization, and interpret evaluate. They construct new meanings, and become basic assumptions. original and creative thinkers. Students that process Summarize, abstract, classify, dissect, compare, contrast, information at the lower levels may not become deduce, order, show bias, investigate, differentiate, categorize, independent thinkers and may not be empowered to Analysis separate, compile, questionnaire, survey, report, graph, chart, problem solve. The list of outline, diagram, conclude, plan behavioural terms are as shown. Apply students’ concepts learned to their environment and everyday life. They apply knowledge in new and/or practical ways to solve new problems in new situations. show, apply, translate, illustrate, record, teach, construct, Application demonstrate, photograph, diagram, collect, map, complete puzzle, model, keep diaries, compile, report This is the lowest level of understanding. Students are expected to explain materials, which may be presented in a variety of forms – paragraphs, tables, charts, graphs, cartoons, etc. They also make inferences or solve problems when told what to do. draw, review, match, define, explain graph, Comprehension give example, convert, test This is the most basic level, the rote memorization of facts. Students are expected to recognize or recall information with an emphasis on identify, locate, memorize, name, enumerate, remembering. read, reproduce, recall, label, use, list, recite Knowledge BEHAVIOURAL TERMS Biology Curriculum 2010, Grades: 10 – 12 213 Biology Curriculum 2010, Grades: 10 – 12 213 Process skills are practical skills that allow students to use previous experiences, build upon them and link knowledge and skills learned at school to their environment and every day life. Process skills help students to develop and apply critical thinking. Once given the opportunity to use and apply process skills, students develop the ability to reflect on and to evaluate their approaches to problem solving. As a result, students will come to the realization that there may be several solutions to any given problem. In this way, students can formulate hypotheses as testable ideas in their minds and can demonstrate deductive patterns of thought. Through integration of the basic and complex process skills listed, students should develop the ability to think logically and abstractly. Basic Process Skills Using Numbers Observing Applying ordering, counting, adding, subtracting, multiplying, and dividing to quantify data Using one or more of the five senses (seeing, hearing, tasting, smelling, feeling) to find out where appropriate in investigations or experiments. about the world. Observing increases students’ perceptions so that they can learn more about objects and events. Complex Process Skills Interpreting Data Classifying Explaining the meaning or importance of information. Grouping objects or events based on similarities and/or categorizing based on existing relationships among objects or events. Forming Hypotheses Asking questions about a problem and making assumptions in order to draw out and test Inferring different solutions to the problem. Explaining and interpreting observed events and collected data and explaining why they might have happened. Separating and Controlling Variables Communicating Recognizing the many factors (variables) that affect the relationship of the factors to one Passing on information, proposing interpretations, explanations, and causes from observed another so that one factor (variable) can be manipulated while the others are controlled. events and collected data. Experimenting Recognizing and Using Spatial Relationships Test hypotheses or predictions by first identifying things (variables) that are important, then Observing where things are in relation to other things by estimating the relative positions of deciding which variables to change or manipulate which will be held constant, and what results moving and non-moving objects to one another. to expect. Measuring Formulating Models Finding out the size or amount of an object or substance when compared to a certain unit. Constructing mental, verbal, or physical representations or ideas, objects, or events. The Identifying and ordering length, area, volume, mass, and temperature to describe and quantify models are then used to clarify explanations or to demonstrate relationships. objects or events. Defining Operationally Predicting Describing the properties of things and their functions. These working definitions are based Suggesting possible results or outcomes that will happen in the future based on observations on actual experiences that the student had. and inferences drawn form previous experiences. The suggestions have to be based on correct information. Biology Curriculum 2010, Grades: 10 – 12 214 214 Students need to be taught valuable problem solving skills in order to react appropriately to the many situations that confront them on a daily basis. The Scientific Method sets out a sequence of logical steps that are employed in problem solving. It is applicable to ALL areas of life and is not restricted only to the teaching of Science. The components of the Scientific Method and their descriptors are set out below. It is to be noted that students should utilize this format when writing up experiments or laboratory reports. The purpose is the question that is to be answered by doing the experiment. State the reason or reasons why you are doing 1. PURPOSE the experiment. State the purpose as a question needing an answer. A hypothesis is an educated guess on how the experiment/ activity will turn out, that is based on prior knowledge. Although 2. HYPOTHESIS a good hypothesis is testable, it may not be correct. Experimenting can find out whether or not he hypothesis is correct or not. All materials required for the activity/ experiment need to be identified. One must be as accurate as possible in describing 3. MATERIALS the materials. Be sure to give exact amounts and quantities. The procedure describes everything that will be done during the experiment. The procedure affects the result of the 4. PROCEDURE experiment therefore, care should be taken to explain the procedure as accurately as possible. State the procedure as numbered steps. (It would help if they are written with behavioural terms at the beginning.) The observation describes exactly what happens during an experiment. Report the observations made and the data collected 5. OBSERVATION during the experiment. Data are recorded facts or measurements from an experiment. Data should be presented as tables, charts, and graphs, to be easily understood. The conclusion is a comparison between the results and the hypothesis of an experiment. To draw a conclusion, the data needs to be analyzed to see what is meant. Explain observations and describe how the data relates to the problem. The 6. CONCLUSION conclusion should state whether or not the data supports the hypothesis. Part of the conclusion may be a statement or a new hypothesis based on findings and suggestions for testing the new hypothesis in a further experiment. Biology Curriculum 2010, Grades: 10 – 12 215 215 Builds Critical Thinking Skills The Cooperative Learning Technique allows all students to have a sense of accomplishment. Cooperative Learning promotes group work and opportunities for verbal face-to-face interactions, which assist students to acquire and apply concepts. Builds Team Interaction Skills and Cooperative Learning builds interpersonal skills and positive interdependence characterized by specific roles, sharing of knowledge and materials and achievement of mutual goals. It encourages group processing Social Skills as students analyse how well their groups are functioning and design and employ strategies to ensure that they function effectively. When using the Cooperative Learning Technique, the teacher functions as a facilitator and students are Promotes Individual and more accountable for their learning and share the responsibility for the learning of others. It is important for Collective Responsibility the teacher to set and evaluate social and academic goals for the groups and the quantity and quality of students’ learning. Promotes Responsibility When forming cooperative groups, it is recommended that groups work together for three to six weeks for Learning before students are assigned new roles or groups changed. During the year, each student should have an opportunity to function in each role. Once groups are formed, ensure that all members realize that they are jointly responsible for achieving group goals. They do this by: Develops Leadership Skills • Contributing ideas to the group • Listening carefully for ideas from others Shares Knowledge • Helping the group make good decisions • Cooperating rather than competing Gives All Team Members a Sense • Solving problems in a calm manner Reference: Circle of Learning: Cooperative Learning in the Classroom by D. W. Johnson et al, 1986 of Accomplishment STUDENTS’ ROLES AND FUNCTIONS Utilizes Peer Teaching Supervisor, Leader or Investigator Does experiments, manipulates materials Improves Student Performance Assistant, Helper or Organizer Collects, organizes and distributes materials and makes sure group cleans up any mess. Manager or Motivator Increases Retention Assists supervisor, leader or investigator, encourages the group, encourages time on task and adherence to goals and safe practices, and also times activities, if necessary. Develops Self Esteem Writer or Recorder Records observations, questions, answers, illustrations etc. Encourages Time on Task Reporter Collaborates with Writer or Recorder and shares group’s data, results, and conclusion with class. Biology Curriculum 2010, Grades: 10 – 12 216 216 Student-centred Learning develops self-directed learners who are confident in doing Science, proactive in the learning process and willing to share and accept responsibility for their own learning. Student-centred Learning activities are adaptive and cater to the learning needs of students. COMPARISON OF STUDENT-CENTRED AND TEACHER- CENTRED LEARNING STUDENT-CENTRED ♦ Students’ conceptions and experiences are explored. TEACHER-CENTRED ♦ Teacher challenges students to question before accepting information. ♦ Teacher is the authority figure and has the final say. ♦ Discussion is encouraged between students and teacher. ♦ Students must never question the teacher. ♦ Students are allowed to move about in an orderly manner to discuss ♦ Students only respond when a question is asked. and problem solve. ♦ Students must remain seated at all times. ♦ Students share and help each other. They use peer tutoring. ♦ Collaboration between students is discouraged and regarded as ♦ Students actively participate in decision-making. cheating. ♦ Learning activities cater to multiple intelligences and different learning ♦ Students do not participate in decision-making. styles. ♦ There is very little variation in learning activities. Biology Curriculum 2010, Grades: 10 – 12 217 217 HOWARD GARDNER The theory of Multiple Intelligences is a way of understanding the different facets of the intellect and each person’s level of intelligence. The intelligences can work individually or in collaboration with the other intelligences, so a person could be operating in more than one intelligence. As we teach children, we should ensure that appropriate provision is made for individual differences and multiple intelligences.  Linguistic Intelligence is a person’s ability to construct and comprehend language. It is the capacity to use language to express feelings and to understand other people. It may be in a person’s native language or another language. Poets, writers, orators, speakers, lawyers specialize in linguistic intelligence.  Naturalist Intelligence is the ability to identify and classify patterns in nature. It the way a person relates to his environment and the recognition of the role that the environment plays in our lives. It is the ability to discriminate among living things like plants and animals and sensitivity to changes in nature e.g. weather patterns, rock configurations.  Spatial Intelligence is how persons comprehend shapes and images in three dimensions. Spatial Intelligence is utilized to perceive and interpret things that we may or may not see. It is the ability to represent the spatial world internally in your mind--the way a sailor navigates the seas with only the stars or airplane pilot navigates aerial space, or the way a chess player or sculptor represents the spatial world. Spatial intelligence can be used in the arts or in the sciences. Persons with this type of Spatial Intelligence are usually painters, sculptors, architects and scientists who deal with anatomy and topology.  Musical Intelligence is the ability to perform and compose music. It is the capacity to think in music, to be able to hear patterns, recognize them, remember them, and perhaps manipulate them. Persons with strong musical intelligence are completely preoccupied with music, it is always playing in their minds. Persons with musical intelligence use music to face their challenges and to assist them in solving their problems.  Bodily - Kinesthetic Intelligence is a natural sense of how the body should act and react in demanding situations. These persons have extraordinary control of their movements, balance, agility and grace. They have the capacity to use their whole body or parts of their body to solve a problem, make something, or put on some kind of a production. Bodily - Kinesthetic Intelligence is evident in athletes and persons in the performing arts, particularly dance or acting.  Logical – Mathematical Intelligence is the ability to mentally process logical problems. Persons with a highly developed Logical-Mathematical Intelligence can manipulate numbers, operations and quantities, and they have the ability to process logical questions at an unusually fast rate. These persons have the ability to understand the underlying principles of some kind of a causal system, the way a scientist or a logician does. Biology Curriculum 2010, Grades: 10 – 12 218 218  Intrapersonal Intelligence is a person’s cognitive ability to sense and understand him or herself. It refers to a very strong self-concept and strength of character, which gives the person the ability to solve internal problems. These persons know who they are, what they can do, what they want to do, how they react to things, which things to avoid, and which things to gravitate toward. These persons have a strong sense of purpose and are not easily deterred from that purpose. They know their strengths and their limitations and know where to go if they need help.  Interpersonal Intelligence is understanding and interacting with others and interpreting their behaviour. As social beings, it is an essential ability that we all need however, persons with Interpersonal Intelligence have a greater perception of distinctions between persons and have the ability to judge their moods, temperaments, intentions and motivations. Persons with Interpersonal Intelligence become teachers, clergy, leaders, clinicians, salespersons, or politicians. Anybody who deals with other people has to be skilled in the interpersonal sphere. DAVID A. KOLB Persons have their unique, individual way of learning. Understanding how students learn and planning activities that cater to various learning styles will enhance their learning and ensure higher achievement.  Visual Style Persons who prefer the visual style convert what they hear and read to pictorial images in their brain. When recalling information they go through a process similar to reviewing pictures in a movie. These students have no problems in obeying conventional classroom rules. They will sit quietly, write neatly and use all materials well. These persons often choose careers like engineer, surgeon, designer, architect and positions of leadership that requires visionary thinking.  Auditory Style These persons learn best by hearing and listening, they process information through their listening and repeating skills. They are good storytellers and can successfully talk through their problems. These students can easily repeat what they heard just as it was said. They are the most talkative and the most likely to participate in discussion however, they may experience difficulty in writing. These persons often become psychologists, disc jockeys, great musicians and other occupations that require a great deal of listening.  Kinesthetic Style These persons process and remember information through their bodies and their feelings. Kinesthetic learners need to touch and feel what they are learning about. They may become restless unless they are actively involved in the learning process. Biology Curriculum 2010, Grades: 10 – 12 219 219 WHAT IS ASSESSMENT? ♦ Informal assessment takes place during normal learning activities. Much information can be picked up by teachers in their normal interaction with individual students, allowing problems to be overcome ♦ Whenever we interact with other people we obtain and interpret information about their knowledge at an early stage and progress accelerated. Hence informal assessment is often used diagnostically. and understanding, and may well make judgments about their ideas, abilities and attitudes. ♦ It is often said that informal assessment should be unobtrusive if the teacher is to gain reliable ♦ Assessment whether direct or indirect is a human encounter and is a central feature of social life. insights about students’ abilities and the state of development, and that it should be for a specific purpose and for private use only. ♦ Educational assessment includes a wide range of methods for evaluating student performance that describes the nature and extent of learning and how it matches up to the objectives of teaching. ♦ With formative i.e. informal assessment the results are fed back to the learner. Such feedback can be confirmatory (a recognition that the particular tasks have been mastered at that particular time) or When assessing there must be alignment between what is in the curriculum, what is actually taught and can be corrective, allowing dialogue between teacher and learner to show where the learner went what is tested. wrong. WHY DO WE ASSESS? ♦ Formal assessment is only aimed at obtaining knowledge about the student. It is obtrusive and may not be able to provide direct instructional function. ♦ The main purpose of assessment is to judge the attainment or performance level of students, with a view of evaluating or grading them for one purpose or another. ♦ Formal assessment becomes summative when information is not available for feedback purposes because it is obtained too late in the learner’s career to be used in this way. ♦ Purpose might include: ♦ Formal and summative assessment is used largely for public purposes (e.g. BJC, BGCSE and RSA ⇒ Placing students in appropriate teaching sets; Examinations) ⇒ Providing extra motivation for learning and an aid to remembering; ⇒ Informing parents about progress; ♦ Even this is changing with the advent of initiatives such as the GLAT where formal and summative ⇒ Informing other teachers who have to make decisions about students e.g. when students transfer assessments are made with students at grade 3 and 6. The results of formal assessments made at an to a new school or new courses, which may have been studied; early stage can be used for the benefit of the learner at the next stage of education. ⇒ Accumulating records of achievement; ASSESSMENT MAY ALSO BE TRADITIONAL OR AUTHENTIC ⇒ Acting as a diagnostic tool e.g. diagnosing weaknesses so that remedial action may be taken; ⇒ Making decisions about examination entries involving predictions about future performance; Traditional Assessment measures what the students were taught and basically assesses their ability to ⇒ Informing further education institutions or employers about attainment so that suitable placement recall information. This type of assessment includes homework, quizzes and tests. may be made. In doing this, we are using measured attainment to make predications about likely future performance. Authentic Assessment measures what students have actually learned and can promote further learning. This type of assessment includes portfolios, journal keeping, anecdotal records, student conferencing, Hence assessment has primarily been used as a means of judging the attainment and progress of students, self and peer assessment, projects and reports. providing a reporting system and deciding appropriate action. Although there is no alternative for traditional assessment in certain situations, authentic assessment FORMS OF ASSESSMENT should be frequently used in the High School Science Instructional Programme. Assessment may be: Informal Contributed by Shena Williams, Examination and Assessment Division ⇒ ⇒ Formal Biology Curriculum 2010, Grades: 10 – 12 220 220 A P P E N D I X V I T e a c h e r s s h o u l d c o m m u n i c a t e t h e f o l l o w i n g s a f e t y r u l e s t o t h e i r s t u d e n t s a n d e n s u r e t h a t t h e y a r e o b e y e d . In the Classroom • Be careful around a hot plate, Bunsen burner or • Clean your work area, and wash your hands • Know the location and proper use of the fire other sources of heat. Only use these items if afterwards. extinguisher and first aid kit. instructed to do so by the teacher. On Field Trips • Never eat, drink or smell any substance in the • Keep your hair and clothes away from open • Always be accompanied by a trusted adult laboratory unless you are instructed to do so by the flames. Tie back long hair and roll up long sleeves. approved by the principal – like your teacher, a teacher. • When heating materials in test tubes, always slant parent/guardian or an expert about the field trip. • Listen to your teacher for special safety directions. the tubes away from yourself and others. • Never touch animals or plants without the adult’s If you do not understand something, ask for help. • Keep your hands dry around electrical equipment. approval. The animal might bite. The plant might • Wear safety goggles when your teacher tells you to • Never run or play around in the Science be poisonwood or another harmful plant. wear them. Laboratory classroom. • Stay with your group and keep within sight of the • Wear safety aprons if you work with anything • Never draw any material into a tube with your accompanying adult. Report any scrapes, cuts, and messy or anything that might spill. mouth. injuries to your teacher immediately. • Read all of the directions before doing • Tell your teacher if something breaks or spills. Responsibility experiments or using equipment. Make sure you Move away from it and wait for the teacher’s • Treat living things, the environment, and each understand them. If you do not, ask your teacher instructions. other with respect. for assistance. • Put away tools and equipment safely the way your • Carefully read the label on the container of a teacher tells you to, as soon as you finish using Refer to the Safety Manual (High School Science) for further information. product before you use it; follow the them; do not leave them where they may be manufacturer’s instructions and pay special stumbled over. attention to health or safety warnings. Biology Curriculum 2010, Grades: 10 – 12 221 221 APPENDIX VII Biology Curriculum Grade Level Evaluation Form Kindly complete this format the end of the first year using it with Grade 10. Section A Place a tick in the box which best describes your response to items 1 – 11. Your honest responses are both valuable and appreciated. No. Item Always Often Seldom Never 1. Are the content and concepts included in the tenth grade curriculum age-appropriate? 2. Is sufficient information given in the content column to provide guidance as to the depth to be covered? 3. Are sufficient opportunities given for students to develop the designated 17 skills? 4. Are the suggested methods of assessment directly related to the learner outcomes and targeted skill? 5. To what extent did you use the suggested methods of assessment? 6. Did students complete assignments? 7. Were the identified resource materials available? 8. Are the suggested activities appropriate for concept formation and reinforcement of main points? 9. Were you able to use the suggested activities? 10. Did the curriculum provide sufficient guidance in how to adapt it to meet the needs of students of higher or lower ability levels? 11. Were you able to introduce local examples to relate to students’ interest and experiences? Section B Indicate your responses in the space provided. 12. Which topics/concepts, if any were too difficult? __________________________________________________________________________________ __________________________________________________________________________________ 13. Which topics/concepts if any would be better suited at junior high level? __________________________________________________________________________________ __________________________________________________________________________________ 14. Which skills, if any, were over-emphasized? __________________________________________________________________________________ __________________________________________________________________________________ 15. Which skills, if any, were under-emphasized? __________________________________________________________________________________ __________________________________________________________________________________ 16. Which units, if any, were given too much time to be completed? __________________________________________________________________________________ __________________________________________________________________________________ 222 Biology Curriculum 2010, Grades: 10 – 12 22 2 Biology Curriculum Grade Level Evaluation Form 17. Which units, if any, were allocated insufficient time to be completed? __________________________________________________________________________________ __________________________________________________________________________________ 18. Which skills, if any, did students show an improvement in during the year? __________________________________________________________________________________ __________________________________________________________________________________ 19. What is the approximate percentage of students who was able to attain the standards for Grade ten? __________________________________________________________________________________ __________________________________________________________________________________ 20. Which part(s), if any, of the grade level curriculum was/were successfully implemented? Why? __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ 21. Which part(s), if any, of the grade level curriculum was/were not successfully implemented? Why? __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ 22. Was there any aspect of the curriculum for tenth grade that placed the students at a disadvantage because of their location (island/district/type of school)? If so, state which parts and why. __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ Section C Please circle the appropriate category which describes the school to which you are posted and your years of teaching experience. School Type: Junior High Secondary All-Age Student Population: 30 – 199 200 – 450 451 + Location: Family Islands Grand Bahama New Providence Your years of experience in the Bahamian school system: 0 – 3 years 4 – 9 years 10 – 15 years 16 + years Biology Curriculum 2010, Grades: 10 – 12 223 223