Grade+12+Biology

** This page includes links, documents and lessons to help teach the ** ** ‍Ontario Curriculum Grade 12 Biology Course ** The Ontario Grade 12 Biology Curriculum

__ Unit A: Scientific Investigation Skills and Career Exploration __

Overall Expectations:

A1.demonstrate scientific investigation skills (related to both inquiry and research) in the four areas of skills (initiating and planning, performing and recording, analysing and interpreting, and communicating)

A2. identify and describe careers related to the fields of science under study, and describe contributions of scientists, including Canadians, to those fields.

||  || A1.1 formulate relevant scientific questions about observed relationships, ideas, problems, or issues, make informed predictions, and/or formulate educated hypotheses to focus inquiries or research || A1.1 formulate relevant scientific questions about observed relationships, ideas, problems, or issues, make informed predictions, and/or formulate educated hypotheses to focus inquiries or research A1.2 select appropriate instruments and materials and identify appropriate methods, techniques, and procedures, for each inquiry A1.7 select, organize, and record relevant information on research topics from a variety of appropriate sources, including electronic, print, and/or human sources, using suitable formats and an accepted form of academic documentation A1.8 synthesize, analyze, interpret and evaluate qualitative and/or quantitative data to determine whether the evidence supports or refutes the initial prediction or hypothesis and whether it is consistent with scientific theory; identify sources of bias and/or error; and suggest improvements to the inquiry to reduce the likelihood of error A1.11 communicate ideas, plans, procedures, results, and conclusions orally, in writing, and/or in electronic presentations, using appropriate language and a variety of formats || A1.4 apply knowledge and understanding of safe laboratory practices and procedures when planning investigations by correctly interpreting Workplace Hazardous Materials Information System (WHMIS) symbols; by using appropriate techniques for handling and storing laboratory equipment and materials and disposing of laboratory and biological materials and by using appropriate personal protection || A1.1 formulate relevant scientific questions about observed relationships, ideas, problems, or issues, make informed predictions, and/or formulate educated hypotheses to focus inquiries or research A1.2 select appropriate instruments and materials and identify appropriate methods, techniques, and procedures, for each inquiry A1.4 apply knowledge and understanding of safe laboratory practices and procedures when planning investigations by correctly interpreting Workplace Hazardous Materials Information System (WHMIS) symbols; by using appropriate techniques for handling and storing laboratory equipment and materials and disposing of laboratory and biological materials and by using appropriate personal protection || - They are also challenged to write their own experiments using their knowledge of the scientific method A1.1 formulate relevant scientific questions about observed relationships, ideas, problems, or issues, make informed predictions, and/or formulate educated hypotheses to focus inquiries or research A1.11 communicate ideas, plans, procedures, results, and conclusions orally, in writing, and/or in electronic presentations, using appropriate language and a variety of formats || A1.1 formulate relevant scientific questions about observed relationships, ideas, problems, or issues, make informed predictions, and/or formulate educated hypotheses to focus inquiries or research A1.2 select appropriate instruments and materials and identify appropriate methods, techniques, and procedures, for each inquiry A1.4 apply knowledge and understanding of safe laboratory practices and procedures when planning investigations by correctly interpreting Workplace Hazardous Materials Information System (WHMIS) symbols; by using appropriatetechniques for handling and storing laboratory equipment and materials and disposing of laboratory and biological materials and by using appropriate personal protection A1.5 conduct inquiries, controlling relevant variables, adapting or extending procedures as required, and using appropriate materials and equipment safely, accurately, and effectively, to collect observations and data A1.7 select, organize, and record relevant information on research topics from a variety of appropriate sources, including electronic, print, and/or human sources, using suitable formats and an accepted form of academic documentation A1.8 synthesize, analyze, interpret and evaluate qualitative and/or quantitative data to determine whether the evidence supports or refutes the initial prediction or hypothesis and whether it is consistent with scientific theory; identify sources of bias and/or error; and suggest improvements to the inquiry to reduce the likelihood of error A1.11 communicate ideas, plans, procedures, results, and conclusions orally, in writing, and/or in electronic presentations, using appropriate language and a variety of formats || A1.1 formulate relevant scientific questions about observed relationships, ideas, problems, or issues, make informed predictions, and/or formulate educated hypotheses to focus inquiries or research A1.2 select appropriate instruments and materials and identify appropriate methods, techniques, and procedures, for each inquiry A1.4 apply knowledge and understanding of safe laboratory practices and procedures when planning investigations by correctly interpreting Workplace Hazardous Materials Information System (WHMIS) symbols; by using appropriate techniques for handling and storing laboratory equipment and materials and disposing of laboratory and biological materials and by using appropriate personal protection A1.5 conduct inquiries, controlling relevant variables, adapting or extending procedures as required, and using appropriate materials and equipment safely, accurately, and effectively, to collect observations and data A1.7 select, organize, and record relevant information on research topics from a variety of appropriate sources, including electronic, print, and/or human sources, using suitable formats and an accepted form of academic documentation A1.8 synthesize, analyze, interpret and evaluate qualitative and/or quantitative data to determine whether the evidence supports or refutes the initial prediction or hypothesis and whether it is consistent with scientific theory; identify sources of bias and/or error; and suggest improvements to the inquiry to reduce the likelihood of error A1.11 communicate ideas, plans, procedures, results, and conclusions orally, in writing, and/or in electronic presentations, using appropriate language and a variety of formats || - The information from their research is used to create a time line to share their results A1.3 identify and locate a variety of print and electronic sources that enable them to address research topics fully and appropriately A1.9 analyse the information gathered from research sources for logic, accuracy, reliability, adequacy, and bias A1.11 communicate ideas, plans, procedures, results, and conclusions orally, in writing, and/or in electronic presentations, using appropriate language and a variety of formats A2.2 describe the contributios of scientists, including Canadians to the fields under study || || - Worksheets discussing control groups, independent variables, dependent variables, and data analysis A1.5 conduct inquiries, controlling relevant variables, adapting or extending procedures as required, and using appropriate materials and equipment safely, accurately, and effectively, to collect observations and data || A1.1 formulate relevant scientific questions about observed relationships, ideas, problems, or issues, make informed predictions, and/or formulate educated hypotheses to focus inquiries or research || Scientific Method Puzzle Scientific Methods Word Search || - Worksheets used to introduce a basic version of the "scientific method" A1.1 formulate relevant scientific questions about observed relationships, ideas, problems, or issues, make informed predictions, and/or formulate educated hypotheses to focus inquiries or research || || - Students use their code-reading skills to identify 34 different scientists. - Do this lesson at the beginning of the year and refer back to it whenever a new unit is started A2.2 describe the contributios of scientists, including Canadians to the fields under study || A2.1 identify and describe a variety of careers related to the fields of science under study and the education and training necessary for these careers || A2.1 identify and describe a variety of careers related to the fields of science under study and the education and training necessary for these careers || A2.1 identify and describe a variety of careers related to the fields of science under study and the education and training necessary for these careers || A2.1 identify and describe a variety of careers related to the fields of science under study and the education and training necessary for these careers || A2.2 describe the contributios of scientists, including Canadians to the fields under study ||
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 * **Background Information** || [[file:Scientific Method Steps.xps]]
 * **Lessons** || [[file:Introduction to Research.pdf]] || - Students view and discuss a video segment to discover the importance of researching a topic before writing about it
 * || [[file:Research Ethics.xps]] || - Students develop an ability to distinguish between simple error, misconduct and fraud
 * **Videos** || media type="youtube" key="cr7roogzM8c" height="187" width="389" media type="youtube" key="riKp30dh6cA" height="251" width="336" || - Lab safety videos
 * **Demonstrations/Labs** || Science Discovery Days || - Students develop science lessons for elementary students that target a single concept and use “hands-on” activities. Teams are required to prepare a lesson outline, activities, worksheets, and assessments.
 * || [[file:Scientific Method Bikini Bottom Experiments.pdf]] || - Students analyze experiments to determine if they were done correctly and/or if the results are reliable
 * || [[file:Consumers Challenge.pdf]] || - Students will work in research teams (2-4 students) to challenge the claims of products available to consumers. - Student will investigate their world using the scientific method
 * || [[file:Old Wives Tales.pdf]] || - Students discuss old wives' tales and define the difference between them and superstitions - Students choose one to investigate
 * || [[file:A Journey Through Time.pdf]] || - Students work in groups to investigate various time periods to identify scientific developments and historical events.
 * **Worksheets** || [[file:Controls and Variables - Part 1.pdf]]
 * || [[file:Science Safety Rules.pdf]] || - Students identify safety rules that have been broken as experiments are performed A1.4 apply knowledge and understanding of safe laboratory practices and procedures when planning investigations by correctly interpreting Workplace Hazardous Materials Information System (WHMIS) symbols; by using appropriatetechniques for handling and storing laboratory equipment and materials and disposing of laboratory and biological materials and by using appropriate personal protection ||
 * || [[file:Mythbusters Worksheet.pdf]] || - Worksheets used to introduce a basic version of the "scientific method"
 * || Scientific Method
 * || [[file:Super Scientists Worksheet.pdf]]
 * || [[file:Career Cluster Interest Survey.pdf]] || - A survey for students to fill out to determine what types of career they may be interested in
 * **Websites** || Career Cruising || - Career Cruising is an online career guidance and planning system. Includes tools to find the right career, explore education and training options, and build a portfolio. It also helps students with the course selection process
 * || Snap Shots of Science and Medicine || - This site at the National Institutes of Health (NIH) for interviews with scientists of all areas of study
 * || Careers in Life Sciences || - This site contains links to a variety of websites where information on careers in life science can be found
 * || Well Known Scientists Who Happen to be Canadian || - This website features information on Canadian scientists who have made contributions to a wide array of fields

Unit B: Biochemistry

Overall Expectations: B1. analyse technological applications of enzymes in some industrial processes, and evaluate technological advances in the field of cellular biology B2. investigate the chemical structures, functions, and chemical properties of biological molecules involved in some common cellular processes and biochemical reactions B3. demonstrate an understanding of the structures and functions of biological molecules, and the biochemical reactions required to maintain normal cellular function.


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Unit C: Metabolic Processes

Overall Expectations: C1. analyse the role of metabolic processes in the functioning of biotic and abiotic systems, and evaluate the importance of an understanding of these processes and related technologies to personal choices made in everyday life C2. investigate the products of metabolic processes such as cellular respiration and photosynthesis C3. demonstrate an understanding of the chemical changes and energy conversions that occur in metabolic processes.


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Unit D: Molecular Genetics

Overall Expectations: D1. analyse some of the social, ethical, and legal issues associated with genetic research and biotechnology D2. investigate, through laboratory activities, the structures of cell components and their roles in processes that occur within the cell D3. demonstrate an understanding of concepts related to molecular genetics, and how genetic modification is applied in industry and agriculture.


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Unit E: Homeostasis

Overall Expectations: E1. evaluate the impact on the human body of selected chemical substances and of environmental factors related to human activity E2. investigate the feedback mechanisms that maintain homeostasis in living organisms E3. demonstrate an understanding of the anatomy and physiology of human body systems, and explain the mechanisms that enable the body to maintain homeostasis.


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Unit F: Population Dynamics

Overall Expectations: F1. analyse the relationships between population growth, personal consumption, technological development, and our ecological footprint, and assess the effectiveness of some Canadian initiatives intended to assist expanding populations F2. investigate the characteristics of population growth, and use models to calculate the growth of populations within an ecosystem F3. demonstrate an understanding of concepts related to population growth, and explain the factors that affect the growth of various populations of species

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