Grade+11+Biology



= **This page includes links, documents, videos, worksheets and lessons to help teach the** **Ontario Curriculum Grade 11 Biology Course** =

The Ontario Grade 11 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 the 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 ||
 * || **Content** || **Comments** ||
 * **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="123" width="305"

media type="youtube" key="riKp30dh6cA" height="187" width="252" || - Lab safety videos 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 || - Student will investigate their world using 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 A1.2 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 || - Students choose one to investigate 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 || A1.4 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 || 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 ||
 * **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.
 * || [[file:Old Wives Tales.pdf]] || - Students discuss old wives' tales and define the difference between them and superstitions
 * || [[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
 * || [[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: Diversity of Living Things**__ = =

Overall Expectations: B1. analyse the effects of various human activities on the diversity of living things B2. investigate, through laboratory and/or field activities or through simulations, the principles of scientific classification, using appropriate sampling and classification techniques

B3. demonstrate an understanding of the diversity of living organisms in terms of the principles of taxonomy and phylogeny

||  || ||< - Students will learn how to identify distinguishing features, construct a cladogram and classify new species B3.1 explain the fundamental principles of taxonomy and phylogeny by defining concepts of taxonomic rank and relationship, such asgenus, species, and taxon || B3.5 explain why biodiversity is important to maintaining viable ecosystems || B1.1 analyze some of the risks and benefits of human intervention to the biodiversity of aquatic or terrestrial ecosystems [AI, C] B1.2 analyze the impact that climate change might have on the diversity of living things [AI, C] B3.4 explain key structural and functional changes in organisms as they have evolved over time B3.5 explain why biodiversity is important to maintaining viable ecosystems || B2.1 use appropriate terminology related to biodiversity including, but not limited to: //genetic//, //diversity, species diversity, structural diversity, protists, bacteria, fungi, binomial nomenclature//, and //morphology// [C] B3.3 describe unifying and distinguishing anatomical and physiological characteristics of representative organisms from each of the kingdoms B3.5 explain why biodiversity is important to maintaining viable ecosystems || B2.2 classify, and draw biological diagrams of representative organisms from each of the kingdoms according to their unifying and distinguishing anatomical and physiological characteristics [PR, AI, C] B2.4 create and apply a dichotomous key to identify and classify organisms from each of the kingdoms [PR, AI, C] || media type="youtube" key="uzd_49SdLl0" height="251" width="336" media type="youtube" key="0xE12FlzK7Y" height="251" width="336" ||< - Building a Cladogram - Constructing a Phylogenetic Tree - Diverging Data for a Phylogenetic Tree B3.1 explain the fundamental principles of taxonomy and phylogeny by defining concepts of taxonomic rank and relationship, such asgenus, species, and taxon B3.2 compare and contrast the structure and function of different types of prokaryotes, B3.3 describe unifying and distinguishing anatomical and physiological characteristics of representative organisms from each of the kingdoms B3.4 explain key structural and functional changes in organisms as they have evolved over time || media type="youtube" key="-MY-i_kdwe0" height="251" width="336" || - BBC and National Geographic movie clips on Climate Change B1.1 analyze some of the risks and benefits of human intervention to the biodiversity of aquatic or terrestrial ecosystems [AI, C] B1.2 analyze the impact that climate change might have on the diversity of living things [AI, C] B3.5 explain why biodiversity is important to maintaining viable ecosystems || B2.1 use appropriate terminology related to biodiversity including, but not limited to: //genetic//, //diversity, species diversity, structural diversity, protists, bacteria, fungi, binomial nomenclature//, and //morphology// [C] B3.1 explain the fundamental principles of taxonomy and phylogeny by defining concepts of taxonomic rank and relationship, such asgenus, species, and taxon || B2.3 use proper sampling techniques to collect various organisms from a marsh, pond, field, or other ecosystem, and classify the organisms according to the principles of taxonomy[PR, AI, C] B3.5 explain why biodiversity is important to maintaining viable ecosystems (e.g., biodiversity helps increase resilience to stress and resistance to diseases or invading species) || - Perform chemical, microbiological and spectrophotometric tests to determine concentrations of different contaminants. - Design and build a device that collects clean and safe water. B1.2 analyse the impact that climate change might have have on the diversity of living things [AI, C] B2.1 use appropriate terminology related to biodiversity including, but not limited to: //genetic//, //diversity, species diversity, structural diversity, protists, bacteria, fungi, binomial nomenclature//, and //morphology// [C] B3.1 explain the fundamental principles of taxonomy and phylogeny by defining concepts of taxonomic rank and relationship, such asgenus, species, and taxon B3.2 compare and contrast the structure and function of different types of prokaryotes, eukaryotes, and viruses B3.5 explain why biodiversity is important to maintaining viable ecosystems (e.g., biodiversity helps increase resilience to stress and resistance to diseases or invading species) || B3.5 explain why biodiversity is important to maintaining viable ecosystems (e.g., biodiversity helps increase resilience to stress and resistance to diseases or invading species) || ||< B3.2 compare and contrast the structure and function of different types of prokaryotes, eukaryotes, and viruses || B2.4 create and apply a dichotomous key to identify and classify organisms from each of the kingdoms [PR, AI, C] || - Includes games, quizzes and teacher resources ||
 * <  ||< **Content** ||< **Comments/ Curriculum Links** ||
 * **Background Information** || [[file:Taxonomy.txt]]
 * < **Lessons** ||< Lesson: Making Cladograms
 * ||< [|Biodiversity] ||< - Students will learn how to apply geography to interpret the present and plan for the future
 * || [[file:Beauty is in the Eye of the Beholder - Lesson.txt]] || - Students will explore Charles Darwin’s theory of natural selection as a mechanism for evolution among animal species
 * || [[file:Pond Water - Presentation.ppt]] || - A lesson on biodiversity and food webs found within a pond
 * || [[file:Invertebrates - Presentation.ppt]] || - A game and self directed lesson showing students how to classify organisms
 * < **Videos** ||< media type="youtube" key="aZc1t2Os6UU" height="251" width="336"
 * || media type="youtube" key="dph2SVhDFAg" height="251" width="336"
 * || media type="youtube" key="FnzmxeZJeho" height="219" width="294" || - The Theory of Evolution in 2 Minutes
 * < **Demonstrations/ Labs** ||< Pond Biodiversity ||< - Students will observe and record data on 2-3 ponds, with emphasis on the types and numbers of organisms in each
 * || Environmental Water Testing - Ontario Science Centre Field Trip || - investigate the quality of different water sources.
 * < **Worksheets** ||< Toxonomy in class activity ||< - Help students understand the need for taxonomy in the real world and in their backyard or school yard
 * ||< [[file:Prokaryote colouring.pdf]][[file:Plant cell colouring.pdf]]
 * ||< [[file:Animal Phylum Matching.pdf]] ||< B3.3 describe unifying and dinstinguishing anatomial and physiological characteristics of representative organisms fromeach of the kingdoms ||
 * || [[file:Invertebrate Classification Challenge - Worksheet.pdf]](see lesson above) || - Allow students to practice invertebrate classificationB2.2 classify, and draw biological diagrams of representative organisms from each of the kingdoms according to their unifying and distinguishing anatomical and physiological characteristics [PR, AI, C]
 * < **Websites** ||< Natural Biodiversity ||< - Their mission is to conserve the native diversity of plant and animal life and to control the spread of invasive, non-native plants within south-central and southwestern Pennsylvania ||
 * <  ||< Biodiversity 911 ||< - This website teaches Biodiversity basics
 * <  ||< Global Climate Change ||< - A student guide to Global Climate Change ||
 * <  ||< Earthwatch Institute ||< - Earthwatch's mission is to engage people worldwide in scientific field research and education in order to promote the understanding and action necessary for a sustainable environment ||
 * <  ||< Biodiversity Research Institute ||< - The mission of Biodiversity Research Institute is to assess emerging threats to wildlife and ecosystems through collaborative research, and to use scientific findings to advance environmental awareness and inform decision makers ||

__**Unit C: Evolution**__ Overall Expectations:

C1. analyse the economics and environmental advantages and disadvantages of an artificial selection technology, and evaluate the impact of environmental changes on natural selection and endangered species

C2. investigate evolutionary processes, and analyze scientific evidence that supports the theory of evolution

C3. demonstrate an understanding of the theory of evolution, the evidence that supports it, and some of the mechanisms by which it occurs.

||  || C1.2 evaluate the possible impact of an environmental change on natural selection and on the vulnerability of species [AI, C] C2.2 use a research process to investigate some of the key factors that affect the evolutionary process [IP, PR] C3.4 describe some evolutionary mechanisms and explain how they affect the evolutionary development and extinction of various species || C3.1 explain the fundamental theory of evolution, using the evolutionary mechanism of natural selection to illustrate the process of biological change over time || C1.1 analyse, on the basis of research, the economic and environmental advantages and disadvantages of an artificial selection technology [IP, PR,AI, C] C3.1 explain the fundamental theory of evolution, using the evolutionary mechanism of natural selection to illustrate the process of biological change over time || C1.2 evaluate the possible impact of an environmental change on natural selection and on the vulnerability of species [AI, C] C2.1 use appropriate terminology related to evolution, including, but not limited to: //extinction,natural selection, phylogeny, speciation, niche, mutation, mimicry, adaptation,// and //survival of the fittest// [C] C2.2 use a research process to investigate some of the key factors that affect the evolutionary process [IP, PR] C2.4 investigate, through a case study or computer simulation, the processes of natural selection and artificial selection and analyse the different mechanisms by which they occur [PR, AI, C] || C1.1 analyse, on the basis of research, the economic and environmental advantages and disadvantages of an artificial selection technology [IP, PR,AI, C] C1.2 evaluate the possible impact of an environmental change on natural selection and on the vulnerability of species [AI, C] C2.4 investigate, through a case study or computer simulation, the processes of natural selection and artificial selection and analyse the different mechanisms by which they occur [PR, AI, C] C3.4 describe some evolutionary mechanisms and explain how they affect the evolutionary development and extinction of various species || C1.1 analyse, on the basis of research, the economic and environmental advantages and disadvantages of an artificial selection technology [IP, PR,AI, C] C2.4 investigate, through a case study or computer simulation, the processes of natural selection and artificial selection and analyse the different mechanisms by which they occur [PR, AI, C] C3.4 describe some evolutionary mechanisms and explain how they affect the evolutionary development and extinction of various species || - They take on the role of staff at a public health agency who are trying to communicate the problem to the public || C1.1 analyse, on the basis of research, the economic and environmental advantages and disadvantages of an artificial selection technology [IP, PR,AI, C] C3.4 describe some evolutionary mechanisms and explain how they affect the evolutionary development and extinction of various species || - The hummingbirds is used to illustrate the four factors that affect Natural Selection. - The idea that individuals cannot evolve is stressed, - The fact that just because one adaptation is favored in one environment doesn't mean it is suitable for all environments is stressed C1.2 evaluate the possible impact of an environmental change on natural selection and on the vulnerability of species [AI, C] C3.1 explain the fundamental theory of evolution, using the evolutionary mechanism of natural selection to illustrate the process of biological change over time C3.2 explain the process of adaptation of individual organisms to their environment C3.4 describe some evolutionary mechanisms and explain how they affect the evolutionary development and extinction of various species || C3.1 explain the fundamental theory of evolution, using the evolutionary mechanism of natural selection to illustrate the process of biological change over time C3.4 describe some evolutionary mechanisms and explain how they affect the evolutionary development and extinction of various species || C3.1 explain the fundamental theory of evolution, using the evolutionary mechanism of natural selection to illustrate the process of biological change over time || C3.1 explain the fundamental theory of evolution, using the evolutionary mechanism of natural selection to illustrate the process of biological change over time C3.2 explain the process of adaptation of individual organisms to their environment || C1.1 analyse, on the basis of research, the economic and environmental advantages and disadvantages of an artificial selection technology [IP, PR,AI, C] C1.2 evaluate the possible impact of an environmental change on natural selection and on the vulnerability of species [AI, C] || C2.1 use appropriate terminology related to evolution, including, but not limited to: //extinction,natural selection, phylogeny, speciation, niche, mutation, mimicry, adaptation,// and //survival of the fittest// [C] C2.2 use a research process to investigate some of the key factors that affect the evolutionary process [IP, PR] || C1.2 evaluate the possible impact of an environmental change on natural selection and on the vulnerability of species [AI, C] C2.2 use a research process to investigate some of the key factors that affect the evolutionary process [IP, PR] C2.4 investigate, through a case study or computer simulation, the processes of natural selection and artificial selection and analyse the different mechanisms by which they occur [PR, AI, C] || - Student relate environmental change to changes in organisms - Students explain how natural selection causes populations to change C1.2 evaluate the possible impact of an environmental change on natural selection and on the vulnerability of species [AI, C] C2.2 use a research process to investigate some of the key factors that affect the evolutionary process [IP, PR] C2.4 investigate, through a case study or computer simulation, the processes of natural selection and artificial selection and analyse the different mechanisms by which they occur [PR, AI, C] C3.2 explain the process of adaptation of individual organisms to their environment C3.4 describe some evolutionary mechanisms and explain how they affect the evolutionary development and extinction of various species || C3.4 describe some evolutionary mechanisms and explain how they affect the evolutionary development and extinction of various species || || - Students discuss Darwin's theory of evolution - Learners review vocabulary words associated with evolution including the different types of evolution patters C2.3 analyse, on the basis of research, and report on the contributions of various scientists to modern theories of evolution [IP, PR, AI, C] C3.1 explain the fundamental theory of evolution, using the evolutionary mechanism of natural selection to illustrate the process of biological change over time C3.4 describe some evolutionary mechanisms and explain how they affect the evolutionary development and extinction of various species || C2.1 use appropriate terminology related to evolution, including, but not limited to: //extinction,natural selection, phylogeny, speciation, niche, mutation, mimicry, adaptation,// and //survival of the fittest// [C] C2.2 use a research process to investigate some of the key factors that affect the evolutionary process [IP, PR] C3.2 explain the process of adaptation of individual organisms to their environment C3.3 define the concept of speciation, and explain the process by which new species are formed C3.4 describe some evolutionary mechanisms and explain how they affect the evolutionary development and extinction of various species || || - Review of vocabulary terms C3.4 describe some evolutionary mechanisms and explain how they affect the evolutionary development and extinction of various species || C3.4 describe some evolutionary mechanisms and explain how they affect the evolutionary development and extinction of various species || C3.1 explain the fundamental theory of evolution, using the evolutionary mechanism of natural selection to illustrate the process of biological change over time || - Basic explanations of the theory of evolution and corrections regarding many of the misconceptions ||
 * || **Content** || **Comments** ||
 * **Background Information** || [[file:What is Evolution.xps]]
 * **Lessons** || [[file:Evolution Selection - Lesson Plan.xps]] || - Students use beans, carpet and utensils to understand natural selection
 * || [[file:Evolution Notes.xps]] || - Notes on Lemark's and Darwins theories and evidence of evolution
 * || [[file:Elements of Evolution - Lesson.pdf]] || - Students learn about the theory of evolution and research the controversies surrounding it
 * || [[file:The Art of Adaptation - Lesson.txt]] || - Students will examine the concept of animal adaptation by conducting research, creating a diagram and crafting a short story about a specific animal that experiences this vital process
 * || [[file:Breeding Bunnies - Lesson.txt]] || - To show students the impact that the environment and genetics can have on the evolution of a population of organisms
 * || [[file:Flashy Fish - Lesson.txt]] || - Students learn about natural and sexual selection
 * || [[file:Evolution and Antibiotic Resistance.xps]] || - Students investigate the increasing problem of antibiotic resistance in such menacing diseases as tuberculosis and influenza.
 * || [[file:Artificial Selection - Lesson.pdf]] || - Students learn that humans can influence the characteristics of living organisms by artificially selecting them for breeding
 * **Videos** || media type="youtube" key="xkwRTIKXaxg" height="155" width="280" || - The film follows Biologist Chris Schneider and his team as they study how Natural Selection affects hummingbirds' bill length.
 * || Evolution of the Eye || - This movie clip gives a possible mechanism of how the eye adapted and changed via Natural Selection
 * || media type="youtube" key="q76jw0ZB9hA" height="219" width="252" || - This is a good, basic movie clip that gives a brief history of the ideas of evolution and focuses on defining Natural Selection
 * || Natural Selection || - Darwin's extensive studies in the Galapagos Islands lead to his theory of natural selection, adaptation, and extinction
 * || media type="youtube" key="5RLU4-kySow" height="219" width="252" || - This movie focuses mostly on artificial selection by humans and gets into the idea of Natural Selection
 * **Demonstrations/Labs** || [[file:Hardy Weinberg Goldfish - Lab.xps]] || - A delicious way to help students understand the Hardy Weinberg principle
 * || [[file:Sex and the Single Guppy.xps]] || - Students analyze how guppy populations change over time
 * || [[file:Peppered Moth Simulation.xps]] || - Student describe the important of coloration in avoiding predation
 * || [[file:Adaptation of the Human Hand - Lab.doc]] || - Student desmonstrate how the human hand is adapted for certain actions and why this is beneficial
 * **Worksheets** || [[file:Evolution Crossword Puzzle.xps]][[file:Evolution of Life - Worksheet.pdf]]
 * || [[file:Salamander Speciation - Worksheet.pdf]] || - Research into the physiogeography, coloration, structural distinctions and speciation of the Salamander in California
 * || [[file:Behavioural Adaptations - Worksheet.pdf]]
 * || [[file:Gentic Engineering - Worksheet.pdf]] || - Students review the processes behind genetic engineering and reasons for genetic engineering
 * **Websites** || Charles Darwin - Quiz || - Within this online interactive history quiz worksheet, students respond to 45 multiple choice questions about the accomplishments of Charles Darwin
 * || Understanding Evolution || - A website including evolution facts and lessons, teacher resources, a library and current news articles ||
 * || Enter Evolution: Theory and History ||  ||
 * || An Introduction to Evolutionary Biology || - A brief introduction to evolutionary biology.
 * || University of California Museum of Paleontology || - Their mission is to investigate and promote the understanding of the history of life and the diversity of the Earth's biota through research and education ||

__**Unit D: Genetic Processes**__ Overall Expectations:

D1. evaluate the importance of some recent contributions to our knowledge of genetic processes, and analyse social and ethical implications of genetic and genomic research

D2.investigate genetic processes, including those that occur during meiosis, and analyze data to solve basic genetics problems involving monohybrid and dihybrid crosses

D3. demonstrate an understanding of concepts, processes, and technologies related to the transmission of hereditary characteristics.

||  || D3.2 explain the concepts of DNA, genes, chromosomes, alleles, mitosis, and meiosis, and how they account for the transmission of hereditary characteristics according to Mendelian laws of inheritance D3.3 explain the concepts of genotype, phenotype, dominance, incomplete dominance, codominance, recessiveness, and sex linkage according to Mendelian laws of inheritance || D3.2 explain the concepts of DNA, genes, chromosomes, alleles, mitosis, and meiosis, and how they account for the transmission of hereditary characteristics according to Mendelian laws of inheritance
 * || **Content** || **Comments** ||
 * **Background Information** || [[file:Genetics Basics.xps]]
 * **Lessons** || [[file:Introduction to Genetics.pdf]] || - A presentation introducing genetics, Gregor Mendel and his experiments and crosses
 * || A Mendel Seminar || - Students learn about Gregor Mendel's discovery of a process of biological evolution: how recessive and dominant traits are passed from one generation of living organisms to the next

D3.3 explain the concepts of genotype, phenotype, dominance, incomplete dominance, codominance, recessiveness, and sex linkage according to Mendelian laws of inheritance || D3.5 describe some reproductive technologies and explain how their use can increase the genetic diversity of a species || D3.2 explain the concepts of DNA, genes, chromosomes, alleles, mitosis, and meiosis, and how they account for the transmission of hereditary characteristics according to Mendelian laws of inheritance || D3.2 explain the concepts of DNA, genes, chromosomes, alleles, mitosis, and meiosis, and how they account for the transmission of hereditary characteristics according to Mendelian laws of inheritance || D3.1 explain the phases in the process of meiosis in terms of cell division, the movement of chromosomes, and crossing over of genetic material D3.2 explain the concepts of DNA, genes, chromosomes, alleles, mitosis, and meiosis, and how they account for the transmission of hereditary characteristics according to Mendelian laws of inheritance || D1.1 analyse, on the basis of research, some of the social and ethical implications of research in genetics and genomics [IP, PR, AI, C] D3.5 describe some reproductive technologies, and explain how their use can increase the genetic diversity of a species || D1.1 analyse, on the basis of research, some of the social and ethical implications of research in genetics and genomics [IP, PR, AI, C] || D1.2 evaluate, on the basis of research, the importance of some recent contributions to knowledge, techniques, and technologies related to genetic processes [IP, PR, AI, C] || D2.3 use the Punnett square method to solve basic genetics problems involving monohybrid crosses, incomplete dominance, codominance, dihybrid crosses, and sex-linked genes [PR, AI, C] D2.4 investigate, through laboratory inquiry or computer simulation, monohybrid and dihybrid crosses, and use the Punnett square method and probability rules to analyse the qualitative and quantitative data and determine the parent genotype [PR, AI, C] || - Students will model the process of electrophoresis and DNA fingerprinting D1.2 evaluate, on the basis of research, the importance of some recent contributions to knowledge, techniques, and technologies related to genetic processes [IP, PR, AI, C] D3.2 explain the concepts of DNA, genes, chromosomes, alleles, mitosis, and meiosis, and how they account for the transmission of hereditary characteristics according to Mendelian laws of inheritance || D1.1 analyse, on the basis of research, some of the social and ethical implications of research in genetics and genomics [IP, PR, AI, C] || D1.2 evaluate, on the basis of research, the importance of some recent contributions to knowledge, techniques, and technologies related to genetic processes [IP, PR, AI, C] D2.1 use appropriate terminology related to genetic processes, including, but not limited to: haploid, diploid, spindle, synapsis, gamete, zygote, heterozygous, homozygous, allele, plasmid, trisomy, non-disjunction, and somatic cell [C] D2.2 investigate the process of meiosis, using a microscope or similar instrument, or a computer simulation, and draw biological diagrams to help explain the main phases in the process [PR, AI, C] D3.2 explain the concepts of DNA, genes, chromosomes, alleles, mitosis, and meiosis, and how they account for the transmission of hereditary characteristics according to Mendelian laws of inheritance || D2.4 investigate, through laboratory inquiry or computer simulation, monohybrid and dihybrid crosses, and use the Punnett square method and probability rules to analyse the qualitative and quantitative data and determine the parent genotype [PR, AI, C] || D3.4 describe some genetic disorders caused by chromosomal abnormalities or other genetic mutations in terms of chromosomes affected, physical effects, and treatments || - It includes an optional test for the presence of DNA D2.2 investigate the process of meiosis, using a microscope or similar instrument, or a computer simulation, and draw biological diagrams to help explain the main phases in the process [PR, AI, C] D3.1 explain the phases in the process of meiosis in terms of cell division, the movement of chromosomes, and crossing over of genetic material || - They brainstorm the advantages and disadvantages to this discovery. - They research different experts opinion and write a case study which addresses an ethical dilemma. D1.1 analyse, on the basis of research, some of the social and ethical implications of research in genetics and genomics [IP, PR, AI, C] D1.2 evaluate, on the basis of research, the importance of some recent contributions to knowledge, techniques, and technologies related to genetic processes [IP, PR, AI, C] || D1.1 analyse, on the basis of research, some of the social and ethical implications of research in genetics and genomics [IP, PR, AI, C] D2.1 use appropriate terminology related to genetic processes, including, but not limited to: //haploid, diploid, spindle, synapsis, gamete, zygote, heterozygous, homozygous, allele, plasmid, trisomy, non-disjunction,// and //somatic cell// [C] || D3.4 describe some genetic disorders caused by chromosomal abnormalities or other genetic mutations in terms of chromosomes affected, physical effects, and treatments D3.5 describe some reproductive technologies, and explain how their use can increase the genetic diversity of a species || || - Students use Punnett squares to solve a variety of genetic problems D2.3 use the Punnett square method to solve basic genetics problems involving monohybrid crosses, incomplete dominance, codominance, dihybrid crosses, and sex-linked genes [PR, AI, C] D2.4 investigate, through laboratory inquiry or computer simulation, monohybrid and dihybrid crosses, and use the Punnett square method and probability rules to analyse the qualitative and quantitative data and determine the parent genotype [PR, AI, C] || D3.3 explain the concepts of genotype, phenotype, dominance, incomplete dominance, codominance, recessiveness, and sex linkage according to Mendelian laws of inheritance || - Students analyze the DNA, determine the traits and sketch the organism D3.2 explain the concepts of DNA, genes, chromosomes, alleles, mitosis, and meiosis, and how they account for the transmission of hereditary characteristics according to Mendelian laws of inheritance || D3.1 explain the phases in the process of meiosis in terms of cell division, the movement of chromosomes, and crossing over of genetic material D3.2 explain the concepts of DNA, genes, chromosomes, alleles, mitosis, and meiosis, and how they account for the transmission of hereditary characteristics according to Mendelian laws of inheritance || || - Studnets use Punnett squares to solve a variety of genetic problems D2.3 use the Punnett square method to solve basic genetics problems involving monohybrid crosses, incomplete dominance, codominance, dihybrid crosses, and sex-linked genes [PR, AI, C] D2.4 investigate, through laboratory inquiry or computer simulation, monohybrid and dihybrid crosses, and use the Punnett square method and probability rules to analyse the qualitative and quantitative data and determine the parent genotype [PR, AI, C] || D2.3 use the Punnett square method to solve basic genetics problems involving monohybrid crosses, incomplete dominance, codominance, dihybrid crosses, and sex-linked genes [PR, AI, C] D2.4 investigate, through laboratory inquiry or computer simulation, monohybrid and dihybrid crosses, and use the Punnett square method and probability rules to analyse the qualitative and quantitative data and determine the parent genotype [PR, AI, C] D3.4 describe some genetic disorders caused by chromosomal abnormalities or other genetic mutations in terms of chromosomes affected, physical effects, and treatments || D2.1 use appropriate terminology related to genetic processes, including, but not limited to: haploid, diploid, spindle, synapsis, gamete, zygote, heterozygous, homozygous, allele, plasmid, trisomy, non-disjunction, and somatic cell [C] || || - Students draw the changes in each phase and produce 4 cells with half the DNA in the end. - Students review Mendel's process of the passing on of traits to the next generation D3.1 explain the phases in the process of meiosis in terms of cell division, the movement of chromosomes, and crossing over of genetic material D3.2 explain the concepts of DNA, genes, chromosomes, alleles, mitosis, and meiosis, and how they account for the transmission of hereditary characteristics according to Mendelian laws of inheritance || D1.2 evaluate, on the basis of research, the importance of some recent contributions to knowledge, techniques, and technologies related to genetic processes [IP, PR, AI, C] ||
 * || [[file:Genetic Engineering - Presentation.pdf]] || - A presentation on genetic engineering including selective breeding, hybridization, inbreeding, and increased variation
 * || [[file:DNA - Presentation.pdf]] || - A presentation on DNA including Watson and Crick, the base pair rule, a review and movie
 * || [[file:Meiosis - Presentation.pdf]] || - A presentation on meiosis including genes, haploid and diploid cells, gametes, oogenesis, spermatogenesis, review questions and a movie
 * **Videos** || media type="youtube" key="D1_-mQS_FZ0" height="219" width="294" || - Meiosis
 * || media type="youtube" key="1ntdCX3AqH0" height="219" width="294" || - In Vitro Fertilization
 * || media type="youtube" key="YZgXg_7kVI8" height="251" width="336" || - Disney Geneticists Debut New Child Stars
 * || media type="youtube" key="PdUpbJsjnkc" height="219" width="294" || - A brief overview of the Human Genome Project
 * **Demonstrations/Labs** || [[file:Penny Lab.xps]] || - Students will make predictions using Punnet Square, then use pennies to simulate the crosses
 * || [[file:Who Ate the Cheese - Lab.xps]] || - Studnets will examine crime scene evidence to determine who is responsible for eating the Queen`s special imported Lindbergher Cheese
 * || [[file:Genetics Science Ethics - Activity.xps]] || - Studuents will discuss the scenarios and within groups make decisions
 * || [[file:DNA Extraction - lab.xps]] || - Procedure to extra the DNA from an onion
 * || [[file:Corn Genetics - Lab.xps]] || - Students will examine an ear of corn and determine the type of cross and genes responsible the coloration and texture of the corn kernels
 * || [[file:Genetic Disorders Brochure - Lab.pdf]] || - Learners use the Internet to gather information about genetics, then research a genetic disorder
 * || [[file:Isolation of DNA from Onion.xps]] || - This laboratory exercise is designed to show how DNA can easily be extracted from onion cells.
 * || [[file:Decisions to be Made - Lab.xps]] || - Students examine the genetics involved in the human genome.
 * || Genetically Modified Food || - Students explore genetically modified foods through various experiments
 * || [[file:Genetic Testing.doc]] || - Students complete a variety of activities as they examine the pros and cons and ethical issues behind genetic testing
 * **Worksheets** || [[file:Simple Genetics Practice Problems - Worksheet.xps]]
 * || [[file:Principles of Heredity Wordsearch - Worksheet.xps]] || - Genetics wordsearch
 * || [[file:Snork DNA - Worksheet.xps]] || - Students examine the DNA sequence of a fictious animal - the Snork
 * || [[file:Transcription and Translation - Worksheet.xps]] || - Student colour in the elements of both transcription and translation
 * || [[file:X-Linked Genes - Worksheet.pdf]]
 * || [[file:Eye Colour - Worksheet.xps]] || - Students use Punnett squares to solves a variety of genetic problems including determining traits in humans and animals and genetic disorders
 * || [[file:DNA Crossword - Worksheet.xps]] || - Students use genetic terminology
 * || [[file:Meiosis - Worksheet.pdf]]
 * **Websites** || Learn.Genetics || - A genetic science learning centre ||
 * || Science.ca || - Profiles of Canadian Scientists ||
 * || Canadian Marijuana Genetics || - Discover marijuana genetics from famous Canadian marijuana breeders and marijuana seed banks

**Unit E: Animals - Structure and Function** = Overall Expectations:

E1. analyze the relationships between changing societal needs, technological advances, and out understanding of internal systems of humans

E2. investigate, through laboratory inquiry or computer simulation, the functional responses of the respiratory and circulatory systems of animals, and the relationships between their respiratory, circulatory, and digestive systems

E3. demonstrate an understanding of animal anatomy and physiology, and describe disorders of the respiratory, circulatory, and digestive systems

||  || - Online dissections provide the means to experience actual dissections without all of the mess ||
 * || **Content** || **Comments** ||
 * **Background Information** || [[file:The Respiratory System.txt]]
 * || The Replacement Heart ||  ||
 * **Lessons** || [[file:Lucille Teasdale - Lesson.txt]] ||  ||
 * || [[file:Journey Through the Digestive System - Lesson.txt]] ||  ||
 * || [[file:The Spark of Life - Lesson Plan.mht]] ||  ||
 * || [[file:The Silent Killer - Lesson plan.mht]] ||  ||
 * || [[file:Endlessly Beating - Lesson Plan.mht]] ||  ||
 * || [[file:Diabetes A National Epidemic - Lesson.pdf]] ||  ||
 * **Videos** ||  ||   ||
 * **Demonstrations/Labs** || [[file:To the Rescue! - Lab.txt]] ||  ||
 * || [[file:Medical Explorer Unit of Study - Labs.pdf]] ||  ||
 * || [[file:It's All in the Blood - Lab.txt]] ||  ||
 * || [[file:How Do You Measure (Up) - Lab.txt]] ||  ||
 * || [[file:Heart to Heart - Lab.mht]] ||  ||
 * || [[file:Gobble, Gobble and Gobble Some More - Lab.txt]] ||  ||
 * || [[file:Fast Food - Lab.txt]] ||  ||
 * || [[file:Digestion - Lab.pdf]] ||  ||
 * || [[file:Breathing Is Essential to Life - Lab.txt]] ||  ||
 * || [[file:Asthma Survey - Lab.txt]] ||  ||
 * **Worksheets** || [[file:Your Lungs - Worksheet.pdf]] ||  ||
 * || [[file:Your Heart - Worksheet.pdf]] ||  ||
 * || [[file:Your Digestive System - Worksheet.pdf]] ||  ||
 * **Websites** || Online Dissections || - Dissections provide a way for students to learn about the internal and external anatomical structures of animals
 * || Canadian Medicine ||  ||
 * || Canadian Heart and Stroke Foundation ||  ||
 * || Canadian Diabetes Association ||  ||

Unit F: Plants: Anatomy, Growth, and Function Overall Expectations: F1. evaluate the importance of sustainable use of plants to Canadian society and other cultures F2. investigate the structures and functions of plant tissues, and factors affecting plant growth F3. demonstrate an understanding of the diversity of vascular plants, including their structures, internal transport systems, and their role in maintaining biodiversity - Studnets discover how certain wavelengths are reflected by plant pigments and others are absorbed. - Students show that when plants are grown in different wavelengths and temperature variations,the size,color and the length of their growth processes are affected || Back to Homepage
 * || **Content** || **Comments** ||
 * **Background Information** ||  ||   ||
 * **Lessons** || [[file:Succession - Lesson.txt]] || - Students will gain an understanding of the changes that occur during ecological succession. Students will identify different plant and animal communities that develop as succession continues and how primary and secondary succession differ ||
 * || [[file:Co-evolution of Plants and Pollinators - Lesson.pdf]] || - Students learn about the coevolution of insects and plants ||
 * || [[file:Plant Propagation Techniques - Presentation.ppt]] || - Studnets will discuss methods of propogating plants for the purpose of food and/or fiber production ||
 * **Videos** ||  ||   ||
 * **Demonstrations/Labs** || [[file:The Pickle Dill-ema - Lab.pdf]] || - Students learn about a porblem in their local farming community regarding a pickle factory, and the class determines if the pickle factory is the source of a seed germination problem ||
 * || [[file:The Effects of Light and Temperature on the Growth and Development of Plants - Lab.txt]] || - Students are shown how visible light constitutes only a small part of the spectrum of radiant energy
 * || [[file:Plant Restoration Project - Lab.txt]] || - Students gain an understanding of human impact on the environment, and of interactions between development and the natural community. ||
 * || [[file:Investigating the Process of Plant Succession- Lab.txt]] ||  ||
 * || [[file:Germination Name That Seed - Lab.txt]] ||  ||
 * || [[file:Don't Wait Just Propagate - Lab.pdf]] ||  ||
 * **Worksheets** || [[file:Vascular Plants - Worksheet.txt]] ||  ||
 * || [[file:Seed Plant Reproduction - Worksheet.pdf]] ||  ||
 * || [[file:Plant Vocabulary Matching - Worksheet.pdf]] ||  ||
 * || [[file:Plant Structure and Function - Worksheet.pdf]] ||  ||
 * || [[file:Plant Reproduction - Worksheet.pdf]] ||  ||
 * || [[file:Plant Life - Worksheet.pdf]] ||  ||
 * || [[file:Parts of a Plant - Worksheet.pdf]] ||  ||
 * || [[file:Flowers and Reproduction Worksheet.pdf]] ||  ||
 * || [[file:Characteristics of Plants - Worksheet.pdf]] ||  ||
 * **Websites** || Learn Plants Now! || - a web site devoted to strategies and tips for learning plants. ||
 * || Plants and Our Environment || - This page helps student learn about how plants grow, the different parts of a plant, how seeds travel, what bees do to help plants and their relationship with animals ||
 * || Teacher Lesson Plans About Plants ||  ||