Curriculum Review: Biology Grade 11
Megan Butler, Meaghan McNeill, Erica Wilson
This curriculum document has been prepared using the pan-Canadian Common Framework of
Science Learning Outcomes K-12. Overall, the document is meant to assist teachers in understanding the
required outcomes for grade 11 while giving suggestions in designing lessons and assessment
opportunities. The curriculum covers 4 units, namely:
Matter and Energy for Life
Biodiversity
Maintaining Dynamic Equilibrium I
Interactions Among Living Things
The curriculum outlines these units in a specific order; Unit 1: Matter and Energy for Life, Unit 2:
Biodiversity, Unit 3: Maintaining Dynamic Equilibrium I, Unit 4: Interactions Among Living Things. We
believe this order has an effective flow however, units can be taught in any order as long as they
covered. It is expected that teachers will cover all units with a focus on scientific literacy and STSE
expectations.
Release Date of Document: October 1997
Text used: Biology 11
Unit 1: Matter and Energy of Life
This units looks at cell theory, how to use microscopes safely in a lab setting. Cellular structures
and their functions are taught as well as the differences of prokaryotes and eukaryotes. Ingestion,
digestion, transportation and excretion across a cell are examined. Photosynthesis and respiration and
how they relate to living things are also looked at.
Materials and resources:
-
Microscopes
Slides of prokaryotes and eukaryotes for students to compare
Slides of Amoeba’s: which can show ingestion as well as chloroplast (important for
photosynthesis)
Slides of the stages of mitosis and meiosis
Giant posters with the cell anatomy (prokaryotes, eukaryotes, animal, plants)
A video of photosynthesis
A video of mitosis and meiosis for eukaryotes. A video of binary fission for prokaryotes.
Key Questions:
-
What are the major differences between prokaryotes and eukaryotes?
Safety:
-
Being careful with the microscopes
Glass slides (if broken are sharp)
Dangerous chemicals in lab.
Unit 2: Biodiversity
In relation to the overall theme of Biology 11 of understanding and synthesizing concepts
related to change, diversity, energy, equilibrium, matter, systems and models the topic of the second
unit is biodiversity. To appreciate the complexities of the biological world it is pivotal to understand its
organization. The development of classification systems, critically questioning their validity and
interpreting alternative methods of classification is the foundation of the section. The students can then
branch off into application. The application of the techniques of classification, nomenclature and
recognizing shared characteristics are important skills to acquire through this unit. Describing a
representative organism and their life cycle from each kingdom are the final expectations of this unit.
Materials and Resources:
-
-
-
Field trips to observe the importance of diversity at the local level
Develop a school yard habitat (Soil, Water, Plants)
Conservation biologist as a guest speaker to discuss the impacts of climate change on
Biodiversity
Videos
o “Planet Earth” video series
o “Life” video series
Online Resources
o “Biodiversity 911 Emergency Kit” Courtesy of Acorn Naturalists
http://www.acornnaturalists.com/store/BIODIVERSITY-911-VIDEO-EDUCATION-KITP3104C21.aspx
o “Biodiversity Project” http://www.biodiversityproject.org/
o “Hinterland Who’s Who” http://www.hww.ca
Books
o Sustaining Life: How Human Health Depends on Biodiversity by Eric Chivian and Aaron
Bernstein
o One Planet: A Celebration of Biodiversity by Nicolas Hulot, Phillippe Bourseiller, Steve
Bloom, and Gilles Martin
o
o
-
The Diversity of Life (Questions of Science) by Edward O. Wilson
Nelson Biology 11 (Unit 4 – Diversity of Life) by Christine Adam-Carr, Doug Fraser, Bob
Ritter
Online journals for up to date research and information
o International Journal of Biodiversity Science, Ecosystems Services & Management
o Biodiversity and Conservation
Key Question:
-
How is the decrease in biodiversity in the rain forest going to affect the rain forest ecosystem
and ultimately have a global effect?
Safety:
-
Awareness of ecology ethics ( Don’t remove rocks and sand from beaches, maintain the natural
environment)
Personal safety (Proper clothing and shoes for field trips)
Unit 3: Maintaining Dynamic Equilibrium 1
This unit first observes the scientific development of technologies, the difference between
questions that can be answered by science and those that cannot, problems solved my technology and
problems which cannot. It also explains how nutrition, fitness and behaviors are important in
maintaining homeostasis within an organism.
Five systems are studied in this unit. (Grade 11 students will cover the immune system and one other)
First, the circulatory system and how it transports energy and nutrients to maintain homeostasis
within an organism. It looks at how to prepare data properly so that it can be used for an experiment,
how to analyze natural and technological systems related to the circulatory system, the impact of
certain diseases on the homeostasis of an organism, and the impact of environmental factors on
homeostasis of an organism, all linking back to the circulatory system.
Second is the respiratory system and how it helps an organism maintain homeostasis. This
section evaluates the physiological and ethical consequences of medical treatments, and describes
disorders linked to the respiratory system and their impact on homeostasis within a system. It analyses
natural and technological systems and also looks at how to prepare data for an experiment.
Third is the digestive system. This section focuses on how different plant and animals help
maintain homeostasis, analyses of natural and technological systems, knowledge of WHIMIS to observe
the effect of variables on an enzyme, identification of disorders linked to the digestion system, and the
impact of environmental factors on homeostasis.
Fourth is the excretory system, which discusses how plant and animal systems help maintain
homeostasis. This section analyses natural and technological systems and disorders linked to this system
and their effect on an organism. It looks at the impact of environmental factors on homeostasis,
observation of kidney dialysis, and debate about society’s influence on organ transplant therapy.
Fifth is the immune system. This section observes disorders linked to this system, environmental
factors and their impact on homeostasis, how plant and animal systems help maintain homeostasis, and
how to interpret and explain the structure and dynamics of natural and technological systems.
Materials and Resources:
-
Posters of different systems
Models
Life sized model
Lab dissection to observe systems (Cat and shark)
Videos
o Respiration 3D Medical Animation (Available on
http://www.youtube.com/watch?v=HiT621PrrO0 )
o Digestive System (Available on http://www.youtube.com/watch?v=Z7xKYNz9AS0)
Key Question:
-
What are the effects of HIV and AIDS on the immune system?
Safety:
-
Aware and careful of sharp instruments
Wear proper attire (Closed shoes)
No contacts
Safety goggles
Respectful of organisms
Unit 4: Interaction among Living Things
This unit looks at ecological hierarchies. It looks at biosphere structures and dynamics. This unit
examines Canadian Biomes by using libraries and electronics as a tool. It is important to recognize that
ecosystems are always interacting. The application of an understanding of the energy pyramid and how
it relates to ecosystems is instructed in this section. Awareness of the delicate balance of our
ecosystems and the human impact should be critically addressed. This unit observes population growth.
A library and electronic tools are used to collect information on the factors that influence population
growth. It also looks at Earth’s carrying capacity and its demands on natural resources. Examples of how
science and technology are a part of our everyday lives are also discussed.
Materials and resources:
-
Looking at pictures of different types of hierarchies
“Planet Earth” video series
“Life” video series
Nature hike to observe interactions between species
Experiment to examine the behaviors of pill bugs (Preference of habitat, food resources, etc.)
o Petri dish, damp soil, dry soil, pill bugs, dish cover (dark)
Key Questions:
-
What happens to an ecosystem when the top species or the bottom species of a hierarchy
becomes endangered or extinct?
What happens to a Canadian biome when an invasive species is introduced? How does it change
the dynamic of the interactions? Are Canadian biomes at risk?
Safety:
-
Proper equipment and attire
Extra help for field trips
Awareness of ecology ethics ( Don’t remove rocks and sand from beaches, maintain the natural
environment)
General lab safety
Respectful of organisms
References
Atlantic Canada Science Curriculum: Biology 11, Crown Copyright, Province of Nova Scotia, 2000.
Science Safety Guidelines, Grades Primary – 11. Crown Copyright, Province of Nova Scotia, 2005.