DOCUMENT RESUME SE 054 980 ED 404 138 Cormie, George; And Others AUTHOR Biology 20-30: Background, Exemplars and TITLE Resources. Alberta Dept. of Education, Edmonton. Curriculum INSTITUTION Branch. ISBN-0-7732-1173-6 REPORT NO PUB DATE 94 NOTE 156p. Learning Resources Distributing Centre, 12360-142 AVAILABLE FROM Street, Edmonton, Alberta T5L 4X9, Canada. Teaching Guides (For Classroom Use PUB TYPE Guides Teacher) (052) MF01/PC07 Plus Postage. EDRS PRICE *Biology; *Educational Resources; Foreign Countries; DESCRIPTORS *Science Curriculum; *Science Education; Science Programs; *Secondary Education Alberta IDENTIFIERS ABSTRACT This document is designed to provide practical information for teaching the Biology 20-30 Program of Studies. The first section provides an overview of Biology 20, explaining the program philosophy and depth of coverage of some of the objectives. The use of concept connections and teaching a course around major science themes is described, as well as how the program articulates with the junior and senior high science courses. Section two contains four units. Unit one, "The Biosphere," demonstrates the nature of science through the use of model building. Unit two, "Energy Flows and Cellular Matter," deals with energy and matter cycling through the subcellular systems. Unit three, "Energy and Matter Exchange in Ecosystems", provides a linkage between the biosphere and the cellular phenomena discussed in the two previous units by studying energy and matter flow in certain diverse ecosystems. Unit four, "Energy and Matter Exchange by the Human Organism," examines physiological processes that mediate the interactions between organisms and their environment. The final section provides detailed information on a great variety of resources that support the implementation of this program. (ZWH) *********************************************************************** * * Reproductions supplied by EDRS are the best that can be made * * from the original document. *********************************************************************** BIOLOGY 20-30 BACKGROUND, EXEMPLARS AND RESOURCES 400 "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY i it U.S. DEPARTMENT OF EDUCATION S. Wnlodko Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 4 X Trim document has been reproduced as received from the person Or organization originating a. O Minor changes have been made to improve TO THE EDUCATIONAL RESOURCES reproduction quality. INFORMATION CENTER (ERIC)." Points of new or opinions stated in this docu- ment do not necessarily represent official OERI position or policy. Alberti EDUCATION 1994 Curriculum Standards Branch EST COPY AVAILABLE, 2. BIOLOGY 20-30 BACKGROUND, EXEMPLARS AND RESOURCES Curriculum Standards Branch 1994 3 ALBERTA EDUCATION CATALOGUING IN PUBLICATION DATA Alberta. Alberta Education. Curriculum Standards Branch. Biology 20-30 : background, exemplars and resources. ISBN 0-7732-1173-6 1. Biology Study and teaching (Secondary) Alberta. I. Title QH320.C2.A333 1994 574.71 Additional copies may be purchased from: Learning Resources Distributing Centre 12360 - 142 Street Edmonton, Alberta T5L 4X9 The primary intended audience for this document is: Administrators Counsellors General Audience Parents Students Teachers Copyright © 1994, the Crown in Right of Alberta, as represented by the Minister of Education. Alberta Education, Curriculum Standards Branch, 11160 Jasper Avenue, Edmonton, Alberta, Canada, T5K OL2. Permission is given by the copyright owner to reproduce this document, or any part thereof, for educational purposes and on a nonprofit basis. Lt ACKNOWLEDGEMENTS Alberta Education expresses its appreciation to those individuals and groups who assisted in the development and production of this document and acknowledges the contribution of the following: Writers Program Consultant, Biology, Curriculum Standards Branch, Alberta George Cormie Education Desiree Hackman Curriculum Standards Branch, Alberta Education Pamela Shipstone Alberta Distance Learning Centre, Alberta Education Alberta Education, Curriculum Standards Branch Desktop Publishing: Shelley Gauthier Lin Gray Dianne Hohnstein Esther Yong Administration: Lloyd Symyrozum, Director Mery Thornton, Assistant Director Raja Panwar, Program Manager, Secondary Science Bev Romanyshyn, Project Coordinator Special thanks and appreciation to Morris Treasure, Noeline Bridge, Elizabeth McCardle and Tania Pander who contributed to the development of this document. ui Acknowledgements PREFACE Biology 20-30 Background, Exemplars and Resources, 1994 is designed to provide practical information for teachers implementing the Biology 20-30 Program of Studies provided with this resource, which outlines what students are required to learn. BACKGROUND This section provides an overview of Biology 20, explaining the program philosophy and the depth of coverage of some of the objectives. Strategies for the use of concept connections and teaching a course around major science themes are examined. The program's articulation with the junior and senior high science courses is clearly demonstrated and guidelines for the proper classroom care of plants and animals is outlined. EXEMPLARS Exemplars are lesson outlines that closely follow the learning cycle set out in the specific learner expectations section of the Biology 20-30 Program of Studies. They provide models of how Biology 20 classroom activities can be structured to effectively accomplish the program objectives and include suggestions for assessment and evaluation of such activities. The strategies can be easily generalized to the Biology 30 situation. RESOURCES The resource lists in this section provide detailed information on a great variety of resources that support the implementation of this program. These resources include authorized teaching background resources, basic student learning resources, support learning resources for students and many other resources not authorized but deemed useful for specific parts of the Biology 20-30 program. As far as possible, resources are keyed to specific units of study. Detailed annotations, distributor information and approximate prices for each resource listed are provided. A senior high science teacher will find it useful to have both the Senior High Science Teacher Resource Manual, 1992 (Interim) and the Biology 20-30 Background, Exemplars and Resources, 1994. The two are designed to work together, avoiding repetition of material common to all science programs. The following documents support the senior high science curricula: Science 16 Teacher Resource Manual, 1990 (Interim) Science 26 Teacher Resource Manual, 1991 (Interim) Science 14-24 Teacher Resource Manual, 1989 Senior High Science Teacher Resource Manual, 1992 (Interim) Science 10 Teacher Resource Manual,1992 (Interim) Biology 20-30 Background, Exemplars and Resources, 1994 Chemistry 20-30 Background, Exemplars and Resources, 1994 Physics 20-30 Background, Exemplars and Resources, 1994 Science 20-30 Background, Exemplars and Resources, 1994 6 iv Preface TABLE OF CONTENTS Page iii Acknowledgements iv Preface BACKGROUND Background to the Biology 20 Program 1 Animal and Plant Care 5 EXEMPLARS Biology 20 Unit 1: The Biosphere 9 Unit 2: Energy Flows and Cellular Matter 13 Unit 3: Energy and Matter Exchange in Ecosystems 17 Unit 4: Energy and Matter Exchange by the Human Organism 21 RESOURCES Resources Overview 25 Major Concepts with Resource Listings 27 Biology 20 Biology 30 31 Basic Student Learning Resources 35 Authorized Student Support/Teaching Resources 37 Other Learning Resources: General Laboratory Interfaces 61 Software 62 Videodiscs 63 Teacher Background 67 Other Learning Resources: Biology 20 Unit 1: The Biosphere 85 Unit 2: Energy Flows and Cellular Matter 94 Unit 3: Energy and Matter Exchange in Ecosystems 96 Unit 4: Energy and Matter Exchange by the Human Organism 108 Other Learning Resources: Biology 30 Unit 1: Systems Regulating Change in Human Organisms 117 Unit 2: Reproduction and Development 119 Unit 3: Cells, Chromosomes and DNA 120 Unit 4: Change in Populations and Communities 131 133 DISTRIBUTOR ADDRESSES 143 RESOURCES INDEX 7 Table of Contents V BACKGROUND 8 BACKGROUND BACKGROUND TO THE BIOLOGY 20 PROGRAM by George Connie The Biology 20 program continues to develop the themes that The major science themes developed in Biology 20 are energy, were first addressed in Unit 1 and Unit 2 of Science 10. The major science themes developed in Biology 20 are energy, equilibrium, matter and systems equilibrium, matter and systems with change and diversity as with change and diversity as subordinate concepts that are also addressed. subordinate concepts that are also addressed. Unit 1 develops the concept that a constant flow of energy is necessary to maintain the biosphere as a system. The role of the Sun in providing the radiant energy to heat the Earth and to In the biosphere, although drive photosynthesis is studied. most of the energy from the Sun is initially stored by photosynthetic activity, it is subsequently released by cellular respiration. Earth's elements as substrates for life are discussed during an examination of the biogeochemical cycles of carbon, oxygen and nitrogen, with an examination of the roles of living systems in that cycling. The study of the nature of water is continued from Science 10 with a survey of the hydrologic cycle. The unit closes with a discussion of the balance of the energy and matter exchange in the biosphere and the impact of living systems and human activity on the natural composition of the atmosphere. In Unit 1, the nature of science is demonstrated through the role of model building to explain the nature of the cycling phenomena. Some methods of obtaining the information to put into those models can be examined as laboratory experiences. The impact of human populations on biogeochemical and hydrologic cycles can be used to illustrate the connections among science, technology and society. Unit 2 deals with energy and matter cycling through subcellular It is not the intent of this unit that systems. Photosynthesis is studied as the process that obtains students learn the molecular details energy from the environment and stores it in organic of the Calvin-Benson cycle and compounds. The site of photosynthesis, the light reactions, and Krebs cycle. the Calvin-Benson cycle are discussed. Cellular respiration is studied as the process that releases the stored energy from carbohydrates and other organic molecules. The site of cellular respiration, and the basic reactions of glycolysis and Krebs cycle This unit describes, in general terms, how are discussed. reducing converts power to chemiosmosis adenosinetriphosphatase (ATP), and that this form of potential energy can be used to do useful work in cells. The associated cyclical fluxes of carbon in a variety of organisms are outlined in general. It is not the intent of this unit that students learn the molecular details of the Calvin-Benson cycle and Krebs cycle. 1 Background The nature of science as a means of explaining phenomena at different levels of organization by using underlying principles is developed in Unit 2. The systems under study are examined by observation, description and experimentation to develop the students' science processing skills. The science, technology and society linkage is established by discussing the nature of photosynthesis as the biological process upon which Alberta's agriculture and forestry industries are based. Unit 3 provides a linkage between the biosphere and the It is the intent of the unit that the cellular phenomena discussed in the two previous units by chosen ecosystems be close to the studying energy and matter flow in certain diverse ecosystems, place of learning and familiar to specifically, one aquatic ecosystem and one terrestrial the learners. ecosystem. The concept that the biosphere is composed of a variety of ecosystems with characteristic biotic and abiotic factors is developed. Ecosystem structure is examined with an emphasis on energy and matter exchange within the ecosystem. It is the intent of the unit that the chosen ecosystems be close to the place of learning and familiar to the learners. The unit closes by reviewing changes in the basic component of ecosystem structure, populations; with a focus on the process of organic evolution by natural selection. That process provides a model system to explain how the production of diversity allows the selection of organisms better adapted for the roles they play in their respective ecosystem. The nature of science can be examined by analyzing how To examine the relationships scientific theories are built and tested. The differences in among science, technology and hypothesis testing in biology compared to other natural sciences society, students can compare can be discussed. To examine the relationships among science, scientific ways of knowing with technology and society, students can compare scientific ways of other ways of knowing. knowing with other ways of knowing. Unit 4 examines physiological processes that mediate the The human organism, because it is interactions between organisms and their environment. How personal and relevant to the this interaction helps maintain an organism's metabolic learner, is used as a model system equilibrium is examined. The human organism, because it is to study these interactions. personal and relevant to the learner, is used as a model system to study these interactions. The unit builds on previous learning from Science 10 on energy and matter in living systems and on the other units in this course. Energy and matter are exchanged between humans and their environment during the processes of respiration, digestion and excretion. Not all cells in the human body exist at the interfaces where these processes take place. To support all the cells in the body these processes are carried out with the aid of a circulatory system. That circulatory system is also part of a defence system that plays a major role in regulating the biotic interactions between pathogenic organisms from the environment and the human organism to maintain metabolic equilibrium. 2 10 Background