TITLE OF
UNIT
Maintaining
Dynamic
Equilibrium
II
OVERALL
EXPECTATIONS
To have
students
develop a
further
understanding
of homeostasis
within the
endocrine and
nervous
systems of the
body.
-be able to
locate specific
endocrine
glands within
the body
Neuron types
and functions
Structures of
nervous
systems
KEY QUESTIONS
Why is it crucial
to life that
animals receive
enough oxygen?
Why are some
new neurological
treatments on the
boarder of ethical
approval?
Why is hormone
control important
to the growth of
all living things?
RESOURCES/IDEAS
Youtube Link – The Endocrine System:
http://www.youtube.com/watch?v=3GT2O17ALPI
Alzheimer’s Disease Overview on MayoClinic:
http://www.mayoclinic.com/
health/alzheimers-disease/DS00161
Sensory Lab
-using only one sense try to determine which objects are whi
Human Body Silhouette:
-locate and label all the endocrine glands
Have a diabetic speak about how their own blood sugar is no
controlled as well as others.
How does insulin
help regulate the
blood sugar of an
individual?
Diseases
affecting the
brain
-explain causes
and possibly
new treatments
Sense organs
-explain
functionality of
each part
-name the parts
of the eye and
ear
Reproduction This section
and
helps students
Development understand the
principles of
Name and
describe each
stage of Meiosis.
1) Cell Division and Genetic Continuity:
- http://www.cellsalive.com/mitosis.htm
- http://www.molecularstation.com/sciencevideos/video/46/cell-division/
how living
organisms
reproduce and
develop at both
the cellular and
individual
levels. With
emphasis on
the mammalian
system students
should also
begin to have
and
appreciation for
the complexity
and importance
of reproductive
technologies
and be able to
discuss the
benefits and
risks of these
technologies.
Draw and label
each part of the
female / male
reproductive
system (Plant or
Animal).
What are some of
the ethical and
societal issues
surrounding
reproductive
technologies?
Describe what
happens on a
cellular level
during embryonic
development.
- The Cell Division DVD available
@http://iknow.net/CDROMs/cell_cdrom/cell_dvd.html
- http://www.dnatube.com/video/139/Animal-Cell-Division
- Free cell biology lesson plans @ http://www.teachnology.com/teachers/lesson_plans/science/biology/cell/
- http://www.eyeondna.com/2008/01/19/dna-video-23and
genetics-101-part-1/
- http://www.wisc-online.com/objects/index_tj.asp?objID=B
- http://nobelprize.org/educational_games/
medicine/2001/ (game)
- Look at slides, draw and identify each stage of mitosis
- Build a double helix model
2) Humans and Other Organisms:
- http://www.5min.com/Video/Plant-ReproductionAsexual-Reproduction-1354323
- http://www.5min.com/Video/Plant-ReproductionThe-Pine-Tree-1354354
- http://videos.howstuffworks.com/hsw/23933reproduction-flowering-plants-video.htm
- Pollination: http://www.youtube.com/watch?v=RuYrFwDu
- Identify structures: http://www.enchantedlearning.com/subjec
plants/printouts/floweranatomy.shtml
- Plant pollination activity http://www.nappc.org/curriculum/session1c.php
3) Reproductive Systems and Control Systems:
- http://videos.howstuffworks.com/hsw/5479-organsystems-the-reproductive-system-video.htm
Female Reproductive System:
http://www.youtube.com/watch?v=SkcddD0LGlM –
Male Reproductive System:
http://vodpod.com/watch/1838959-male-reproductive-sys
Lots of worksheets:
http://www.lessonplanet.com/directory/Science/
Biology/Human_Biology/Reproductive_System4) Ethical and Societal Issues about Reproductive Technologi
- Dolly the Sheep: http://video.google.com/videoplay
?docid=246187639814358296#
- Construct arguments for or against the types of reproductiv
technologies that are out there
5) Embryonic Development:
Embryo Development:
http://www.youtube.com/watch?v=cp2y6Lkq7lY
Fetal Development:
http://www.youtube.com/watch?v=RS1ti23SUSw
Genetic
Continuity
“Study the
principles and
fundamentals of
deoxyribonucleic
acid (DNA)
which
determines the
structure and
function of every
living
organism.”
“What DNA is;
how it works;
how and for
what purposes
humans are
manipulating it;
and why this
major area of
scientific and
technological
endeavor has
dramatic
implications for
humans and
planet Earth.
Evolution,
Change, and
Diversity
“Study the
history,
importance and
mechanisms of
the process of
evolution and
how a change in
the DNA
blueprint
creates new
traits that
propel
evolution”
“Scientific
inquiry and
observation as
it transposes
How do the
structures of
biologically
important
molecules
(carbohydrates,
proteins, lipids,
and nucleic acids)
account for their
functions?
Draw and interpret
the patterns of
inheritance shown
on pedigree charts.
Learning Mendelian Genetics through a simple coin toss
games:http://www.wsu.edu/~omoto/ papers/cointoss.html
DNA Transcription and Protein Assembly:
http://www.youtube.com/watch?v=983lhh20rGY
How DNA Copies Itself:http://www.youtube.com/
watch?v=5VefaI0LrgE
The Discovery of the Molecular Structure of DNA - The Double
http://nobelprize.org/educational_games/medicine/
dna_double_helix/readmore.html
Transcription and Translation:
http://www.youtube.com/watch?v=41_Ne5mS2ls
Discuss the
influence of
hormonal and
environmental
factors on gene
expression.
Human Genome Project - Ethical, Legal, & Social Implications:
http://www.youtube.com/watch?v=gkQJ26DAxfs
What are the risks
and benefits of
Genetic
engineering to
society?
Sex-linked Genes: http://anthro.palomar.edu/biobasis/bio_4.htm
How do
environmental
changes affect a
population?
1. Development of Modern Evolution Theory:
* The theory of evolution:
http://www.youtube.com/watch?v=_ksdV9HpwBY
* Understanding Evolution:http://evolution.berkeley.edu/
What did Mendel’s
findings about
genetics add to the
theory of
evolution?
What role
does natural
selection play in
evolution and in
what sense is
natural selection
more “predictable”
2. Evidence of Genetic Equilibrium and Evolutionary Change
* Campbell, Reece. Biology (7th edition). SanFransico: Pearso
Education Inc., 2005.
* How does evolution work? Hands on Activity
www.letstalkscience.ca/educators/hands-onactivities?sobi2Task=sobi2Details&catid=8&sobi2Id=4
* Worksheets and Quizzes on Evolution
http://www.execulink.com/~ekimmel/oac.htm#unit4_work
Punnet Square Practice: http://highered.mcgrawhill.com/sites/0078617022/student_view0/unit1/
chapter5/math_practice.html
3. Mechanisms Affecting Biodiversity:
* Hands on activities for evolution by natural selection:
http://serendip.brynmawr.edu/sci_edu/waldron/
from a
historical to
modern
perspective on
the scientific
thought and
techniques
involving
evolution
change, and
diversity”
*evaluate
current
evidence that
supports the
theory of
evolution
*Analyze
evolutionary
mechanisms
and their effects
on biodiversity
and extinction,
such as natural
selection,
genetic
variation,
genetic drift,
artificial
selection, and
biotechnology
then genetic drift?
State that current
knowledge of
evolution supports
Darwin’s ideas and
in addition:
- Provide
explanations for
Darwin’s
observations of
variation of
offspring e.g.
finches of
Galapagos
- Make a
distinction between
micro-evolution,
speciation and
macro-evolution
attempts to provide
explanations for
mass
extinctionsprovides
“evidence” for
evolution
* These seven short videos designed for in-class viewing com
storytelling and science to spur informed discussions about
evolution:
http://www.pbs.org/wgbh/evolution/educators/index.html
We broke down the work by each being responsible for the expectations, key questions
and resources of one of the units. Sandy was in charge of Unit 1, Maintaining Dynamic
Equilibrium 11. Tyler was in charge of Unit 2, Reproduction and Development. Eugenia
was in charge of Unit 3, Genetic Continuity, and Paula was in charge of Unit 4,
Evolution, Change, and Diversity. We compiled a general list of safety considerations.
Curriculum Review: Grade 12 Biology
Completed by Eugenia Renderos, Tyler Smith, Sandy MacIntosh, and Paula MacDonald
The pan –Canadian Framework of Science Learning Outcomes K to 12 has
been used in creating this curriculum document. The aim of science education in
the Atlantic Provinces is to develop scientific literacy and the curriculum
document suggests the general and specific learning outcomes. This document
gives suggestions on resources, key questions, and ideas that may be useful in
designing your lesson plan.
The unit’s covered in the Biology 12 curriculum include 1) Maintaining
Dynamic Equilibrium II 2) Reproduction and Development 3) Genetic Continuity
4) Evolution, Change, and Diversity.
We suggest that you teach the units in the above order because the
knowledge gained from each unit is essential for understanding the following
unit.
Release Date of Document – June 2001
Safety concerns:
- Investigations such as blood sampling or cheek cell scrapes are not allowed.
- WHMIS
- Stay away from reactions. If necessary then brief students on chemical safety.
- Ensure safety in laboratory while looking at slides
- Do not use fresh specimens
- Use prepared slides in order to see stages of Mitosis or Meiosis
- Be careful of the videos you choose to use
- Clean and disinfect all work surfaces before and after handling micro-organisms
- Avoid bacteria, fungi, etc., known to be pathologic
Dissections
- Any organs used must be purchased from a scientific supply company.
- Use dissecting instruments with care; make sure they are rust free and clean
- Ensure that students use disposable gloves
- Treat any plant as though it were poisonous
- Do not allow students to put any part of a plant in or near their mouths
- Avoid skin contact with the juice or sap of plants
- Wash hands thoroughly before and after handling plants