Title: Series Title (if applicable): Format: Copyright Date: ISBN:

Size: px

Start display at page:

Download "Title: Series Title (if applicable): Format: Copyright Date: ISBN:"

Doris Byrd
5 years ago
Views:

1 MANITOBA CALL FOR BIOLOGY CURRICULUM CORRELATION FORM Resource ID #(s) Title: Series Title (if applicable): Format: Copyright Date: ISBN: Student Resource Teacher Resource Indicate in the boxes below the Unit(s) to which the resource applies. Unit 1 Unit 2 Unit 3 Wellness & Homeostasis Digestion & Nutrition Transportation & Respiration Unit 4 Unit 5 Unit 6 Excretion & Waste Management Protection and Control Wellness & Homeostatic Changes Cluster 0: Skills and Attitudes Contains potentially sensitive content? Yes No Biology Curriculum Correlation Form page 1 of 21

2 Instructions: In the boxes ( ) the degree of curriculum fit and provide specific unit, chapter, or page references for each Unit that applies using the following form. Note: Skills and Attitudes must also be completed for each resource. Rating Scale for Extensive The learning resource details content, multiple learning activities, and differentiated teaching strategies that address the required General Learning Outcome(s) and Specified Learning Outcome(s) of the curriculum framework. Moderate The learning resource details some content, some learning activities, and some teaching strategies that address the required General Learning Outcome(s) and Specified Learning Outcome(s) of the curriculum framework. Slight The learning resource content, learning activities, and teaching strategies address less than the required General Learning Outcome(s) and Specified Learning Outcome(s) of the curriculum framework. None The learning resource contains insufficient content, learning activities or teaching strategies to address the required General Learning Outcome(s) and Specified Learning Outcome(s) of the curriculum framework. Biology Curriculum Correlation Form page 2 of 21

3 Thematic Cluster Unit 1 Wellness & Homeostasis B none slight moderate extensive Increase awareness of personal wellness, as well as personal and family health history. (GLO: B3) B none slight moderate extensive Develop a personal wellness plan. (GLOs: B3, B5). B none slight moderate extensive Recognize how individual wellness choices affect others. (GLOs: B3, B5) Examples: community, family.. B none slight moderate extensive Describe how the body attempts to maintain an internal balance called homeostasis, recognizing that the conditions in which life processes can occur are limited. (GLOs: D1, E2, E3) Include: thermoregulation (maintenance of body temperature), osmoregulation (water balance), and waste management B none slight moderate extensive Explain the principle of negative feedback and identify how the body stabilizes systems against excessive change. (GLOs: D1, E2, E3) Include: role of receptors and effectors B none slight moderate extensive Identify life processes that individual cells, as well as complex organisms, need to manage. (GLOs: D1, E1) Include: obtain food, convert energy, eliminate wastes, reproduce, grow and repair, and transport substances Biology Curriculum Correlation Form page 3 of 21

4 Thematic Cluster Unit 1 Wellness & Homeostasis (continued) B none slight moderate extensive Explain how cell membranes regulate movement of materials into and out of cells, and recognize the importance of this regulation in managing life processes and maintaining homeostasis. (GLOs: D1, E2, E3) Include: passive transport, active transport, and endo/exocytosis B none slight moderate extensive Identify factors that influence movement of substances across a membrane, recognizing that movement of these substances is important for the internal balance of the cell. (GLOs: D1, E2, E3) Examples: size of molecule, concentration gradient, temperature, polarity of molecule, surface area B none slight moderate extensive Explain the role of energy in maintaining an internal balance in the cell. (GLOs: D1, D4, E4) Include: role of adenosine triphosphate (ATP) in metabolism Unit Rating none slight moderate extensive Comments Biology Curriculum Correlation Form page 4 of 21

5 Thematic Cluster Unit 2 Digestion & Nutrition B none slight moderate extensive Identify major structures and functions of the human digestive system from a diagram, model, or specimen. (GLO: D1) Include: tongue, teeth, salivary glands, epiglottis, esophagus, pharynx, sphincters, stomach, small intestine, large intestine, rectum, anus, appendix, liver, gallbladder, pancreas, and uvula B none slight moderate extensive Describe the processes of mechanical digestion that take place at various sites along the alimentary canal. (GLO: D1) Include: chewing in the mouth, peristalsis along the tract, muscle contractions in the stomach, and emulsification by bile in the small intestine B none slight moderate extensive Identify functions of secretions along the digestive tract. (GLO: D1) Include: to lubricate and to protect B none slight moderate extensive Identify sites of chemical digestion along the alimentary canal, as well as the type of nutrient being digested. (GLO: D1) Include: starch in the mouth; proteins in the stomach; and carbohydrates, lipids, and proteins in the small intestine B none slight moderate extensive Explain the role of enzymes in the chemical digestion of nutrients and identify factors that influence their action. (GLOs: D1, E2) Examples: ph, temperature, coenzymes, inhibitors, surface area Biology Curriculum Correlation Form page 5 of 21

6 Thematic Cluster Unit 2 Digestion & Nutrition (continued) B none slight moderate extensive Describe the processes of absorption that take place at various sites along the alimentary canal. (GLO: D1) Include: uptake of nutrients by villi in the small intestine and uptake of water in the large intestine B none slight moderate extensive Describe the homeostatic role of the liver with respect to the regulation of nutrient levels in the blood and nutrient storage. (GLOs: D1, E2, E3) Include: carbohydrate metabolism B none slight moderate extensive Describe the functions of each of the six basic types of nutrients carbohydrates, lipids, proteins, vitamins, minerals, and water. (GLOs: B3, D1) Include: ATP production, construction/repair, and regulating B none slight moderate extensive Identify dietary sources for each of the six basic types of nutrients carbohydrates, lipids, proteins, vitamins, minerals, and water. (GLOs: B3, D1) B none slight moderate extensive Evaluate personal food intake and related food decisions. (GLOs: B3, C4, C8) Examples: percentage of daily values of nutrients, portion size, nutrient labels, balance between lifestyle and consumption... B none slight moderate extensive Investigate and describe conditions/disorders that affect the digestive process. (GLOs: B3, C6, D1) Biology Curriculum Correlation Form page 6 of 21

7 Thematic Cluster Unit 2 Digestion & Nutrition (continued) B none slight moderate extensive Use the decision-making process to investigate an issue related to digestion and nutrition. (GLOs: B3, C4, C5, C8) Unit Rating none slight moderate extensive Comments Biology Curriculum Correlation Form page 7 of 21

8 Thematic Cluster Unit 3 Transportation & Respiration B none slight moderate extensive Design and execute an experiment to investigate an aspect of the transportation or respiratory system. (GLOs: C2, D1, E2) Examples: the effect of exercise on heart and/or respiratory rate; the effect of adrenalin on blood pressure; carbon dioxide production as an indicator of metabolism B none slight moderate extensive Compare the characteristics of blood components in terms of appearance, origin, numbers, relative size, and function in the body. (GLO: D1) Include: plasma, erythrocytes (red blood cells), leukocytes (white blood cells), and thrombocytes (platelets) B none slight moderate extensive Compare and contrast the characteristics of different blood groups. (GLO: D1) Include: ABO and Rh factor B none slight moderate extensive Predict the physiological consequences of blood transfusions involving different blood groups. (GLOs: D1, E2) B none slight moderate extensive Describe the blood donation process and investigate related issues. (GLOs: B3, C4, C5, C6, C8) Examples: compatible blood groups, screening procedure, frequency of donation, use of donated blood products, blood-borne diseases B none slight moderate extensive Compare the structure and function of blood vessels. (GLOs: D1, E1) Examples: diameter, elasticity, muscle layers, valves, what they transport... Biology Curriculum Correlation Form page 8 of 21

9 Thematic Cluster Unit 3 Transportation & Respiration (continued) B none slight moderate extensive Identify the materials transported between cells and capillaries. (GLO: D1) Include: carbon dioxide, oxygen, hormones, nutrients, and nitrogenous wastes B none slight moderate extensive Describe the cardiac cycle. (GLO: D1) Include: systole and diastole B none slight moderate extensive Describe, in general terms, the nervous and chemical control of heartbeat. (GLOs: D1, E2) B none slight moderate extensive Explain the meaning of blood pressure readings and identify the normal range. (GLOs: B3, D1) Include: given as a ratio of systolic over diastolic B none slight moderate extensive Identify factors that affect blood pressure or cardiac function and describe their effects. (GLOs: B3, D1) Examples of factors: exercise, caffeine, nicotine, shock, beta blockers, diuretics, hormones, stress... Examples of effects: low blood pressure, high blood pressure, increased heart rate B none slight moderate extensive Explain how transport systems help to maintain homeostasis in the body. (GLOs: D1, E2) Include: transport nutrients, oxygen, carbon dioxide, wastes, and hormones; help maintain fluid balance; regulate body temperature; and assist in the defence of the body against invading organisms Biology Curriculum Correlation Form page 9 of 21

10 Thematic Cluster Unit 3 Transportation & Respiration (continued) B none slight moderate extensive Distinguish between cellular respiration, internal respiration, and external respiration. (GLO: D1) B none slight moderate extensive Identify major structures and functions of the human respiratory system from a diagram, model, or specimen. (GLO: D1) Include: lungs, pleura, nasal cavity, epiglottis, bronchi and bronchioles, alveoli, pulmonary capillaries, diaphragm, pharynx, larynx, trachea, uvula, ribs, and intercostal muscles B none slight moderate extensive Describe how breathing is controlled to help maintain homeostasis in the human body. (GLOs: D1, E2) Include: chemoreceptor and medulla oblongata B none slight moderate extensive Investigate and describe conditions/disorders associated with transportation and/or respiration in the human body. (GLOs: B3, C6, D1) Examples: cardiovascular diseases B none slight moderate extensive Identify personal lifestyle choices that contribute to cardiovascular and respiratory wellness. (GLOs: B3, C4, D1) Examples: active lifestyle, not smoking Unit Rating none slight moderate extensive Comments Biology Curriculum Correlation Form page 10 of 21

11 Thematic Cluster Unit 4 Excretion & Waste Management B none slight moderate extensive Identify the primary metabolic wastes produced in the human body and the source of each. (GLO: D1) Include: ammonia, urea, mineral salts, carbon dioxide, and water B none slight moderate extensive Describe the roles of the major excretory structures in eliminating wastes and helping the body maintain homeostasis. (GLOs: D1, E2) Include: kidneys, lungs, skin, and intestines B none slight moderate extensive Describe the important role of the liver in the process of excretion and the maintenance of homeostasis. (GLOs: D1, E2) B none slight moderate extensive Identify structures of the human urinary system from a diagram, model, or specimen, and describe the function of each. (GLO: D1) Include: kidneys, renal cortex, renal medulla, renal pelvis, renal arteries and veins, ureters, urinary bladder, urethra, and urinary sphincters B none slight moderate extensive Explain the processes of filtration, reabsorption, and secretion in the nephron. (GLO: D1) B none slight moderate extensive Describe the feedback mechanisms associated with water and salt balance and their role in the maintenance of homeostasis in the human body. (GLOs: D1, E2) Include: antidiuretic hormone (ADH) and aldosterone Biology Curriculum Correlation Form page 11 of 21

12 Thematic Cluster Unit 4 Excretion & Waste Management (continued) B none slight moderate extensive Describe what types of information can be gained through urinalysis. (GLOs: B3, D1) Examples: performance-enhancing drugs, diabetes, recreational drugs, pregnancy, infections, kidney failure or damage B none slight moderate extensive Investigate and describe issues related to kidney failure and treatment options available. (GLOs: B3, C6, C8, D1) Examples: organ transplant, personal lifestyle, dialysis Unit Rating none slight moderate extensive Comments Biology Curriculum Correlation Form page 12 of 21

13 Thematic Cluster Unit 5 Protection & Control B none slight moderate extensive Describe the body s defence mechanisms for protection from foreign agents. (GLO: D1) Include: non-specific and specific defences B none slight moderate extensive Describe the body s response to allergens, vaccines, and viruses/bacteria. (GLO: D1) Include: inflammatory response and immune response B none slight moderate extensive Explain the role of the lymphatic system in protecting the human body. (GLO: D1) Include: lymph vessels, lymph nodes, and lymph B none slight moderate extensive Investigate issues related to the immune system and the protection of public health. (GLOs: B3, C4, C5, C6, C8, D1) Examples: immunization policies, travel bans and advisories, epidemics B none slight moderate extensive Describe the major organization of the nervous system. (GLO: D1) Include: central nervous system and peripheral nervous system (autonomic and somatic) B none slight moderate extensive Identify the functional regions of the brain. (GLO: D1) Examples: general anatomy such as cerebellum, specific regions responsible for speech and other functions, left-brain/rightbrain concept Biology Curriculum Correlation Form page 13 of 21

14 Thematic Cluster Unit 5 Protection & Control (continued) B none slight moderate extensive Explain how a nerve impulse travels a particular pathway using chemical and electrical signals. (GLO: D1) Include: synapse B none slight moderate extensive Compare the general roles of nervous and hormonal controls, recognizing that the nervous and endocrine systems interact to maintain homeostasis in the human body. (GLOs: D1, E2, E3) Include: communication, speed, duration, target pathway, and action B none slight moderate extensive Explain the effects of a concussion on brain function and the implications of multiple concussions. (GLOs: B3, C8, D1) Include: second impact syndrome B none slight moderate extensive Describe how personal lifestyle choices can influence the functioning of protection and/or control systems. (GLOs: B3, D1) Examples: impact of recreational drugs, use of anabolic steroids, lack of sleep, poor diet, non-use of protective equipment B none slight moderate extensive Investigate and describe conditions/disorders that affect protection and/or control in the human body. (GLOs: B3, C6, D1) Unit Rating none slight moderate extensive Comments Biology Curriculum Correlation Form page 14 of 21

15 Thematic Cluster Unit 6 Wellness & Homeostatic Changes B none slight moderate extensive Analyze examples of how different body systems work together to maintain homeostasis under various conditions. (GLOs: D1, E2, E3) Examples: cold weather, organ transplant... B none slight moderate extensive Recognize that aging is a progressive failure of the body s homeostatic responses and describe some changes that take place in different body systems as we age. (GLOs: D1, E2, E3) Examples: less blood and oxygen delivered to muscles and other tissues due to decreased efficiency of heart and lungs; lower calorie requirement due to decreased metabolic rate; increased susceptibility to autoimmune diseases due to fall in number of T cells and decreased activity of B cells... B none slight moderate extensive Recognize the difficulties faced in defining death and identify some of the different definitions in use today. (GLOs: C8, D1) Examples: medical definition, legal definition, religious viewpoint B none slight moderate extensive Identify and analyze social issues related to the process of dying. (GLOs: B3, C4, C5, C8) Examples: euthanasia, advanced directive, choice of treatments, organ donation, availability of palliative care B none slight moderate extensive Describe how technology has allowed us to control our wellness, and describe the ethical dilemmas that the use of technology can create. (GLOs: B1, B2, B3, C5, C8) Examples: reproductive technologies, stem-cell research, surgery, anaesthetic, pharmaceuticals Biology Curriculum Correlation Form page 15 of 21

16 Unit Rating none slight moderate extensive Comments Biology Curriculum Correlation Form page 16 of 21

17 Cluster 0: Skills and Attitudes Demonstrating Understanding B11-0-U1 none slight moderate extensive Use appropriate strategies and skills to develop an understanding of biological concepts. (GLO: D1) Examples: using concept maps, sort-andpredict frames, concept frames B11-0-U2 none slight moderate extensive Demonstrate an in-depth understanding of biological concepts. (GLO: D1) Examples: use accurate scientific vocabulary, explain concepts to someone else, make generalizations, apply knowledge to new situations/contexts, draw inferences, create analogies, develop models Personal Perspectives/Reflection B11-0-P1 none slight moderate extensive Demonstrate confidence in their ability to carry out investigations. (GLOs: C2, C5) B11-0-P2 none slight moderate extensive Demonstrate a willingness to reflect on personal wellness. (GLO: B3) B11-0-P3 none slight moderate extensive Appreciate the impact of personal lifestyle choices on general health and make decisions that support a healthy lifestyle. (GLOs: B3, C4) B11-0-P4 none slight moderate extensive Demonstrate an understanding of, and respect for, a diversity of cultural perspectives and approaches to maintaining health and treating illness. (GLOs: A4, B3) Examples: Asian approaches to health and wellness based on concepts of balance; Indigenous people s traditional medicines, concepts of healing; homeopathy Biology Curriculum Correlation Form page 17 of 21

18 Cluster 0: Skills and Attitudes (continued) Scientific Inquiry B11-0-S1 none slight moderate extensive State a testable hypothesis or prediction based on background knowledge or on observed events. (GLO: C2) B11-0-S2 none slight moderate extensive Plan an experiment to answer a specific scientific question. (GLOs: C1, C2) Include: materials; independent, dependent, and controlled variables; methods; and safety considerations B11-0-S3 none slight moderate extensive Demonstrate work habits that ensure personal safety, the safety of others, and concern for the environment. (GLOs: B3, B5, C1, C2) Examples: application of Workplace Hazardous Materials Information Systems (WHMIS), proper disposal of chemical or biological specimens B11-0-S4 none slight moderate extensive Select and use scientific equipment appropriately and safely. (GLOs: C1, C2) Examples: microscopes, dissection equipment, prepared slides B11-0-S5 none slight moderate extensive Demonstrate sensitivity toward, and respect for, living and non-living tissues, specimens, and organisms utilized for biological research. (GLOs B5, C1) B11-0-S6 none slight moderate extensive Make detailed observations and/or collect data; organize and display this information using an appropriate format. (GLOs: C2, C5) Include: biological drawings Biology Curriculum Correlation Form page 18 of 21

19 Cluster 0: Skills and Attitudes (continued) B11-0-S7 none slight moderate extensive Evaluate the relevance, reliability, and adequacy of data and data collection methods. (GLOs: C2, C4, C5, C8) Include: discrepancies in data or observations and sources of error B11-0-S8 none slight moderate extensive Analyze data and/or observations in order to identify patterns or draw conclusions. (GLOs: C2, C5, C8) Decision Making B11-0-D1 none slight moderate extensive Identify and explore a current health issue. (GLOs: C2, C4, C6) Examples: clarify what the issue is, identify different viewpoints and/or stakeholders, research existing data/information... B11-0-D2 none slight moderate extensive Evaluate implications of possible alternatives or positions related to an issue. (GLOs: B1, C4, C5, C8) Examples: positive and negative consequences of a decision, strengths and weaknesses of a position... B11-0-D3 none slight moderate extensive Recognize that decisions reflect values and consider personal values and those of others when making a decision. (GLOs: C4, C5) B11-0-D4 none slight moderate extensive Recommend an alternative or identify a position, and provide justification. (GLO: C4) B11-0-D5 none slight moderate extensive Propose a course of action related to an issue. (GLOs: C4, C5, C8) Biology Curriculum Correlation Form page 19 of 21

20 Cluster 0: Skills and Attitudes (continued) B11-0-D6 none slight moderate extensive Evaluate the process used by self or others to arrive at a decision. (GLOs: C4, C5) Information Management and Communication B11-0-I1 none slight moderate extensive Synthesize information obtained from a variety of sources. (GLOs: C2, C4, C6) Include: print and electronic sources, resource people, and personal observations B11-0-I2 none slight moderate extensive Evaluate the quality of sources of information, as well as the information itself. (GLOs: C2, C4, C5, C8) Examples: scientific accuracy, reliability, currency, balance of perspectives, bias, fact versus opinion... B11-0-I3 none slight moderate extensive Quote from or refer to sources as required, and reference sources according to accepted practice. (GLOs: C2, C6) B11-0-I4 none slight moderate extensive Communicate information in a variety of forms appropriate to the audience, purpose, and context. (GLOs: C5, C6) Group Work B11-0-G1 none slight moderate extensive Collaborate with others to achieve group goals and responsibilities. (GLOs: C2, C4, C7) B11-0-G2 none slight moderate extensive Elicit, clarify, and respond to questions, ideas, and diverse points of view in discussions. (GLOs: C2, C4, C7) B11-0-G3 none slight moderate extensive Evaluate individual and group process used. (GLOs: C2, C4, C7) Biology Curriculum Correlation Form page 20 of 21

21 Cluster 0: Skills and Attitudes (continued) Working in Science B11-0-W1 none slight moderate extensive Demonstrate a continuing, increasingly informed interest in biology and biologyrelated careers and issues. (GLO: B4) B11-0-W2 none slight moderate extensive Appreciate the contributions of scientists, including Canadians, to the field of human biology. (GLOs: A4, B4) Cluster Rating none slight moderate extensive Comments Biology Curriculum Correlation Form page 21 of 21

SCIENCE LEARNING JOURNAL

Winnipeg Adult Education Centre SCIENCE LEARNING JOURNAL BIOLOGY 30S: HUMAN BIOLOGY Scientist: 1 *inside cover* 2 Contents COURSE OBJECTIVES: SELF ANALYSIS... 5 Unit 1: Wellness and Homeostasis - Specific