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BIOLOGY 20-30 Program of Studies /dlbcfla lnterim EDUCATION June 30, 1995 Curriculum Standards Branch QH 315.5 = A33 1995 gr 1-12 . 1 CURR6DHT Digitized by the Internet Archive in 2012 with funding from University of Alberta Libraries http://archive.org/details/biology2030program95albe BIOLOGY 20-30 Program of Studies /dlbena lnterim EDUCATION June 30, 1995 Curriculum Standards Branch QH 315.5 A33 1995 gr .11-12 CURRGDHT Ex LIBRIS UNIVERSITATIS ALBERT^ENSIS — SCIENCE — SB VISION STATEMENT: SENIOR HIGH SCIENCE PROGRAMS The senior high science programs will help all analyze and assess scientific information; and test students attain the scientific awareness needed to scientific principles and their applications. They function as effective members of society. will develop their problem-solving ability and use Students will be able to pursue further studies and technology. By providing students with careers in science, and come to a better opportunities todevelop and apply these skills, they understanding ofthemselves and the world around will better understand the knowledge they have them. The same framework was used for the acquired. development of all the senior high science programs, including Science 10, Biology 20-30, Students will be expected to show an appreciation Chemistry 20-30, Physics 20-30 and Science for the roles of science and technology in 20-30. The expected student knowledge, skills understanding nature. They will possess and attitudes are approached from a common enthusiasm and positive attitudes toward science philosophical position in each science course. and maintain a lifelonginterest in science. In the senior high science programs, students focus The learningcontext is an integral part ofthe senior on learning the big interconnecting ideas and high science programs. It will foster the expected principles. These ideas, or major themes, originate attitudes in students, further the development of from science knowledge that transcends and unifies students' skills and increase students' the natural science disciplines. These themes understanding of science knowledge, science include change, diversity, energy, equilibrium, process, and the connections among science, matter and systems; the process by which scientific technology and society. The context for learning knowledge is developed, including the role of will be relevant so students will experience science experimental evidence; and the connections among as interesting and dynamic. Learning opportunities science, technology and society. In addition to will be made meaningful by providing concrete forming a framework for the curriculum, these experiencesthat studentscan relate to theirworld. ideas provide continuity with the junior high program and build on students' previous learning. The senior high science programs place students at The senior high science programs place an the centre. Students are active learners and will assume increased responsibility for their learning. increased emphasis on developing methods of They will appreciate the value of teamwork and inquiry that characterize the study of science. For make a positive contribution when working with example, students will further their ability to ask others to solve problems and complete tasks. questions, investigate and experiment; gather. Science (SeniorHigh) /l (Revised 1994) I I I I I I I IVERSITYLIBRARY UNIVERSITYOF fi BIOLOGY 20-30 PROGRAM OVERVIEW A. RATIONALE AND PHILOSOPHY develop their critical thinking skills. Through experimentation, and problem-solving activities Biology is the study of life and living systems that include the integration of technology and from the molecular level to the biosphere. independent study, students develop an Through the study of biology, learners are given understanding ofthe processes by which scientific an opportunity to explore and understand the knowledge evolves. natural world and to become aware of the profound influence of biology in their lives. The Biology 20-30 program places students at the Learning is facilitated by relating the study of centre. Students are active learners and will biology to what the learners already know, deem assume increased responsibility for their learning personally useful and consider relevant. Learning as they work through the program. A thorough proceeds best when it originates from a base of study of biology is required to give students an concrete experiences presenting an authentic view understanding that encourages them to make of science in the context of biology. In Biology appropriate applications of scientific concepts to 20-30, students learn biology in relevant contexts their daily lives and prepares them for future and engage in meaningful activities. This studies in biology. Students are expected to facilitates the transfer of knowledge to new participate actively in their own learning. An contexts. Students are encouraged to participate emphasis on the key concepts and principles of in lifelong learning about biology and to biology provides students with a more unified appreciate it as a scientific endeavour with view of the sciences and a greater awareness of practical impact on their own lives and on society the connections among them. as a whole. These science learnings will take varying amounts Biology, as with all sciences, is an experimental of time to acquire, depending on the individual discipline requiring creativity and imagination. learning styles and abilities of students. While Methods of inquiry characterize its study. In each course is designed for approximately Biology 20-30, students further develop their 125 hours, instructional time can be modified to ability to ask questions, investigate and meet the individual needs of students. Some experiment; to gather, analyze and assess students will require more than 125 hours, while scientific information; and to test scientific laws others will require less. and principles and their applications. In the process, students exercise their creativity and Biology 20-30 (SeniorHigh) /I June 30 (Interim 1995) GOALS The major goals of the Biology 20-30 program are: • to develop in students an understanding ofthe interconnecting ideas and principles that transcend and unify the natural science disciplines • to provide students with an enhanced understanding of the scientific world view, inquiry and enterprise • to help students attain the level of scientific awareness essential for all citizens in a scientifically literate society • to help students make informed decisions about furtherstudies and careers in science • to provide students with opportunities for acquiring knowledge, skills and attitudes that contribute to personal development. Biology 20-30 is an academic program that helps students better understand and apply fundamental concepts and skills. The focus is on helping students understand the biology principles behind the natural events they experience and the technology they use in their daily lives. The program encourages enthusiasm for the scientific enterprise and develops positive attitudes about biology as an interesting human activity with personal meaning. It develops in students the knowledge, skills and attitudes to help them become capable of, and committed to, setting goals, making informed choices and acting in ways that will improve their own lives and life in theircommunities. Biology 20-30 (Senior High) /2 (Interim 1995) June 30 LEARNER EXPECTATIONS B. GENERAL LEARNER EXPECTATIONS • sensitivity to the living and nonliving environment The general learner expectations outline the many • appreciation of the roles of science and facets of scientific awareness and serve as the technology in our understanding ofthe natural foundation for the specific learner expectations world. covered in section C. The general learner expectations are developed in two categories: KNOWLEDGE program expectations and course expectations. Science Themes PROGRAM GENERAL LEARNER Students will be expected to demonstrate an EXPECTATIONS understanding of themes that transcend the discipline boundaries, and show the unity among The program general learner expectations are the natural sciences, including: broad statements of science attitudes, knowledge, skills and science, technology and society (STS) • Change: how all natural entities are connections that students are expected to achieve modified over time, how the in all of the senior high school science programs. direction of change might be These program general learner expectations are predicted and, in some further refined through the course general learner instances, how change can be expectations and then developed in specific detail controlled through the study of individual units in each of Diversity: the array of living and Biology 20 and Biology 30. All expectations nonliving forms of matter and follow a progression from Science 10 through to the procedures used to Biology 30, and though listed separately, are understand, classify and meant to be developed in conjunction with one distinguish those forms on the another, within a context. basis ofrecurring patterns Energy: the capacity for doing work that ATTITUDES drives much ofwhat takes place in the Universe through its variety of interconvertible Students will be encouraged to develop: forms • enthusiasm for, and a continuing interest in, Equilibrium: the state in which opposing science forces or processes balance in a static ordynamic way • affective attributes of scientists at work; such as, respect for evidence, tolerance of • Matter: the constituent parts, and the uncertainty, intellectual honesty, creativity, variety of states of the material perseverance, cooperation, curiosity and a in the physical world desire to understand Systems: the interrelated groups ofthings • positive attitudes toward scientific and or events that can be defined by technological skills involving process skills, their boundaries and, in some mathematics, and problem solving instances, by their inputs and outputs. • open-mindedness and respect for the points of view ofothers Biology 20-30 (SeniorHigh) /3 June 30 (Interim 1995) SKILLS Initiating and Planning Students will be expected to develop an ability to - identify and clearly state the problem or use thinking processes associated with the practice issue to be investigated ofscience for understanding and exploring natural - differentiate between relevant and phenomena, problem solving and decision making. irrelevant data or information Students will also be expected to use teamwork, - assemble and record background respect the points of view of others, make information reasonable compromises, contribute ideas and - identify all variables and controls effort, and lead when appropriate to achieve the - identify materials and apparatus required best results. These processes involve many skills - formulate questions, hypotheses and/or that are to be developed within the context ofthe predictions to guide research program content. - design and/or describe a plan for research, orto solve a problem Students will also be expected to be aware of the various technologies, including information - prepare required observation charts or technology, computer software and interfaces that diagrams, and carry out preliminary can be used for collecting, organizing, analyzing calculations and communicating data and information. • Collecting and Recording The skills framework presented here assumes that thinking processes often begin with an unresolved - carry out the procedure and modify, if problem or issue, or an unanswered question. The necessary problem, issue or question is usually defined and - organize and correctly use apparatus and hypotheses formulated before information materialsto collect reliable data gathering can begin. At certain points in the - observe, gather and record data or process, the information needs to be organized and information accurately according to safety — analyzed. Additional ideas may be gen—erated for regulations; e.g., Workplace Hazardous example, by prediction or inference and these Materials Information System (WHMIS), new ideas, when incorporated into previous and environmental considerations learning, can create a new knowledge structure. Eventually, an outcome, such as a solution, an • Organizing and Communicating answer or a decision is reached. Finally, criteria are established to judge ideas and information in - organize and present data (themes, groups, order to assess both the problem-solving process tables, graphs, flow charts and Venn and its outcomes. diagrams) in a concise and effective form - communicate data effectively, using The following skills are not intended to be mathematical and statistical calculations, developed sequentially or separately. Effective where necessary thinking is nonlinear and recursive. Students - express measured and calculated should be able to access skills and strategies quantities to the appropriate number of flexibly; select and use skills, processes or significant digits, using SI notation for all technologies that are appropriate to the tasks; and quantities monitor, modify or replace them with more - communicate findings of investigations in effective strategies. a clearly written report Biology 20-30 (Senior High) /4 (Interim 1995) June 30